Cracking Comprehension Y3 Answers 1587387091

CRACKING
COMPREHENSION
Year 3
Teaching and
Assessment Guide
Kate Ruttle
452596_FM_Crack_Comp_2e_Y3.indd 1 28/02/19 1:51 PM

Contents
How to use this resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Cracking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
FICTION
Unit Teaching/Practice Title Page
1 Teaching text Fantastic Mr Fox – Roald Dahl 8
Practice text Who’s a Clever Girl, Then? – Rose Impey 12
2 Teaching text Mr Majeika – Humphrey Carpenter 16
Practice text The Worst Witch – Jill Murphy 20
3 Teaching text The Lost Happy Endings – Carol Ann Duffy 24
Practice text Clarice Bean – Utterly Me – Lauren Child 28
4 Teaching text Grandpa’s Indian Summer – Jamila Gavin 32
Practice text The Man Whose Mother Was a Pirate – Margaret Mahy 36
5 Teaching text Kitten Rescue – Lucy Daniels 40
Practice text Fox Cub Danger – Lucy Daniels 44
6 Teaching text Theseus and the Minotaur – Kate Ruttle 48
Practice text Odysseus and the Trojan Horse – Damian Harvey 52
7 Teaching text The Enchanted Wood – Enid Blyton 56
Practice text The Minpins – Roald Dahl 60
NON-FICTION
8 Teaching text Mountains – Ruth Thomson 66
Practice text Coasts – Ruth Thomson 70
9 Teaching text From Spawn to Frog – Kate Ruttle 74
Practice text From Spawn to Frog – Kate Ruttle 78
10 Teaching text The World – Kate Ruttle 82
Practice text The United Kingdom – Kate Ruttle 86
11 Teaching text Emergency Vehicles – Firefighters – Chris Oxlade 90
Practice text Emergency Vehicles – Police – Chris Oxlade 94
12 Teaching text Cornish Holiday Blog – Kate Ruttle 98
Practice text Ken’s Summer Holidays on the Isle of Mull – Day 3 – Kate Ruttle 102
13 Teaching text Rosa Parks – Kate Ruttle 106
Practice text Mary Seacole – Kate Ruttle 110

POETRY
14 Teaching text Walking with My Iguana – Brian Moses 114
Practice text A Big Surprise – Michaela Morgan 118
15 Teaching text Scissors – Allan Ahlberg 122
Practice text New School – Kevin McCann 126
ASSESSMENT TASKS
Fiction
Task 1: It’s Not My Fault – Bel Mooney 130
Task 2: A Cat Called Penguin – Holly Webb 134
Task 3: Go Ahead, Secret Seven – Enid Blyton 138
Task 4: The Goose Girl – Gillian Cross 142
Non-fiction
Task 5: All About Owls 146
Task 6: The Skeleton 150
Task 7: Vikings in Britain 154
Poetry
Task 8: Greedy Dog – James Hurley 158
Task 9: A Visit to Yalding – John Coldwell 162
Answers to Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Content Domain Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Content Domains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Don’t forget to log on to My Rising Stars to access:

l The Interactive Modelling Software
l All teaching notes
l Teaching text questions
l Progress Task sheets for all Assessment Tasks

How to use this resource
Introduce, Listen and Read
1 Introduce the unit by sharing the Key text features and Reading the
Teaching text questions in the Teacher’s Guide.
2 Use the Read tab text in the Interactive Modelling Software to
introduce the Teaching text. Press the play button to listen to the audio.
The Listening comprehension questions will be shown on screen. If
you prefer, you can read the text yourself.
Model
1 In the Question zap tab, click on the first question to open it.
2 Zap the question: Teach children how to interpret the question:
“What is being asked?”
“Which reading strategies will be needed to find the answer?”
Use the on-screen tools to highlight key words in the question.
Answers and strategies are supplied in the Teacher’s Guide.
3 In the Text search tab, use the on-screen tools to highlight any pieces of text
that are relevant to the question. Click Copy to Crack it to transfer this text to
the evidence section of the Crack it tab.
4 In the Crack it tab, use the copied text in the Evidence section to write an
answer. Compare this with the model answer given in the Teacher’s Guide and
encourage the children to discuss and consider the relative merits of
their own answers and the model answer.
Apply
1 Give the children copies of the Teaching text and
questions so that they can apply the strategies they
learned in the previous session. (These can be found in
the home screen for each unit, by clicking the Teaching
text button.)
2 Ask the children to work independently and give their
own answers.
3 In the Question zap tab, select a question. Move to the
Crack it tab, and click Check it to review the model answer.
Repeat for each question. Allow the children to mark their own
work as you review each model answer. You can also check answers
and strategies in the Teacher’s Guide.
4 Encourage discussion so that the children can compare their own
answers to the model answer. There may be alternative possible ‘correct’
answers for each question.
4 Cracking Comprehension Year 3 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
452596_FM_Crack_Comp_2e_Y3.indd 4 06/03/19 8:45 AM

Practise
1 Revisit the key strategies taught using the Teaching text,
and then distribute photocopies of the Practice text, and
Practice text questions, for children to practise answering
the questions, using and applying the strategies taught.
(These can be found in the home screen for each unit,
by clicking the Practice text button, and in the Teacher’s
Guide.)
2 Display the Practice text tab in the Interactive Modelling
Software. Use the strategies suggested in the Teacher’s
Guide to mark and discuss the children’s answers. Let
children mark their own work, although you will want
to monitor their answers as part of your ongoing
assessment procedures.
Extend
Children can extend their learning, either through writing (see
Moving into writing) or through developing further reading
pathways (see Extending reading). Brief suggestions for both
of these routes are included in each unit of the Teacher’s
Guide. It is anticipated you will use your professional
understanding of effective ways to teach reading and writing
if you follow the suggestions.
Assess
1 Introduce the Assessment Tasks through class discussion
so that children are clear what they are being asked to
do. If appropriate, display the text in the Interactive
Modelling Software and read it out. If the text is a
playscript or a poem which lends itself well to being read
aloud, encourage children to enact some or all of the text
over the course of the assessment.
2 Provide each child with the question sheet.
3 Circulate throughout the task, offering support or challenge
as necessary. Allow verbal responses, where required, to
enable you to assess understanding independently of reading
accuracy.
Cracking Comprehension Year 3 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 5

Introduction to Cracking Comprehension
The table on pages 168–169 gives a summary of
n What is Cracking Comprehension? content domain coverage for each comprehension unit
Cracking Comprehension is a step-by-step resource to and assessment task.
improve the comprehension skills of children aged 5–11
years old. It teaches children the skills and strategies n How do I use the teaching units?
they need to successfully explain their understanding of
The pathway through each Cracking Comprehension
a wide range of texts, and offers ideas to extend their
unit is flexible, according to the specific needs of
enjoyment of, and engagement with, reading.
you and your children. (See How to use this resource
The Interactive Modelling Software and this Teacher’s on pages 4–5 for a suggested learning pathway.)
Guide will help children to develop the techniques to Whether you choose to teach a comprehension lesson
answer the types of questions asked in the Key Stage 2 every day for a week, weekly over a half-term or for
National Test for Reading, and help you to deliver the a focused half day per half-term is your choice. The
2014 National Curriculum for English, including the range of content domains practised during each unit
harder question paper which requires more in-depth is clearly indicated. This gives you the opportunity
understanding. to decide which assessable elements you want the
children to practise.
The Assessment Tasks provide a range of assessment
for learning (AfL) activities for reading comprehension
within the new Primary National Curriculum for Key
n How do I use the Assessment Tasks?
Stage 2 English. These tasks can be used alongside the The tasks are not tests and are therefore not carried
teaching units or as stand-alone assessment tasks. out under test conditions. Children may work on the
tasks individually, in pairs or in groups. The tasks
Cracking Comprehension comprises both this Teacher’s
encourage a variety of activities including reading out
Guide and online access to the Interactive Modelling
loud, learning by heart and performance, all of which
Software and printable resources on My Rising Stars at
are emphasised in the new curriculum. The tasks may
www.risingstars-uk.com. The icon, used throughout
be used in any order.
this book, highlights where access to online content is
required. There are no hard-and-fast time limits for these tasks,
and some children may need more time than others.
The online access at My Rising Stars provides
Tasks involving performance will need a greater time
interactive tools and pupil quizzes for modelling and
allowance than others. We suggest one-and-a-half to
practice. The Interactive Modelling Software helps
two hours on average.
teachers and children model key reading skills, and can
be followed by the pupil quizzes, where children can
Gathering and using evidence for diagnostic
practise the skills acquired independently, at home
assessment
or in small working groups. The online pupil quizzes
can be used to track and monitor progress, using the The outcomes for each task supply evidence for
reporting and progress area. the regular review of children’s progress in reading.
The teacher notes provide a question-by-question
n What is in it? breakdown giving examples of likely outcomes for
each question at three standards of achievement:
Cracking Comprehension offers 15 comprehension units
children working towards the expected standard, at
and nine Assessment Tasks for each year organised by
the expected standard and those working at greater
text type (fiction, non-fiction, playscripts and poetry),
depth within the expected standard.
and includes full teacher and assessment guidance.
For maximum flexibility, the tasks are designed to be
The units have been chosen to support the
administered in any order, and so a single benchmark
expectations of the new National Curriculum for
standard is required. The benchmark used in all the
Key Stage 2 English. The texts can also be used as
tasks is the expected standard at the end of the year.
resources to complement your wider teaching.
As children typically make significant progress over
the course of the year, you will need to take this into
n Cracking Comprehension and account when assessing children against expected
the National Curriculum for English progress, particularly for any tasks children attempt
during the first half of the academic year.
The 2016 test framework recognises eight ‘content
domains’ which can be assessed in reading tests The questions for each task focus on several content
and which primarily interrogate the reading domains from the new programme of study.
comprehension objectives of the national curriculum.

Introduction to Cracking Comprehension
Support for assessment for learning in the National Tests. Strategies that are learned
and practised in Cracking Comprehension are all
A simple, tick-based pupil self-assessment sheet for
appropriate and useful for PiRA.
each Assessment Task can be found on My Rising
Stars. Use this after the task, to give children the
On Track Comprehension
opportunity to reflect on what they can do. Begin by
discussing the questions with the class, and then give On Track Comprehension is a structured intervention
children an opportunity to fill in the sheets individually. programme for children in Key Stage 2 who are falling
Those struggling with reading may need individual behind in comprehension. One of the key areas of
help to fill in their sheets. focus for On Track Comprehension is developing
vocabulary and skills for working out the meaning of
Use the self-assessment sheets, together with your
words. This is in response to research which shows
own assessment of each child’s attainment in the task,
that a more limited vocabulary is one of the biggest
to set future targets for reading. A child’s completed
barriers to accurate comprehension for many children.
self-assessment sheet could form the focus of a meeting
On Track Comprehension also provides opportunities
you have with them about their reading targets.
for children to respond to texts orally, before they
record written answers.
n Using Cracking Comprehension with
other resources Cracking Writing
Cracking Comprehension can be used as a stand- Cracking Writing units can be used as extension
alone resource for teaching reading comprehension, tasks for Cracking Comprehension. Each of the
or together with other Rising Stars resources to Cracking Writing units is closely related to a Cracking
support your classroom teaching and improve Comprehension unit and includes comprehension
outcomes for the children in your class. Detailed questions before going on to use the text extract as
mapping documents, which provide further detail on a model for writing. Grammar is extensively taught in
how Cracking Comprehension content can be used context in the units.
successfully with some of the resources listed below,
can be found on My Rising Stars. Read in to Writing
Progress in Reading Assessment (PiRA) In addition to one-off comprehension tasks based on
short texts and text extracts, many schools are now
PiRA is the best-selling stand-alone reading test which
opting to read full-length books together, in order to
can be used to track children’s progress from one term
give children opportunities to read and respond to
to the next, throughout Key Stages 1 and 2. Cracking
entire good-quality texts. Extracts from some of these
Comprehension is an ideal teaching tool to ensure
texts, or related to the texts, are used in Cracking
good progress through PiRA because the texts are
Comprehension in order to build children’s familiarity
of a similar length and demand, and the range and
with the texts.
presentation of questions are based on those used

Unit 1
• FICTION
FICTION
Fantastic Mr Fox/Who’s a Clever Girl, Then?

Roald Dahl/Rose Impey
Key text features

l The texts show different ways of creating characters through description.
l The Teaching text is an extract from the first chapter of Fantastic Mr Fox by Roald Dahl.
l The Practice text is from the beginning of Who’s a Clever Girl, Then? from The Pirate Gang
by Rose Impey.
Reading the Teaching text: Fantastic Mr Fox

l Introduce the text by asking what the children know about the author Roald Dahl.
l Explain that this text is from the beginning of Fantastic Mr Fox. On the basis of the title,
can the children predict what the author’s attitude to the character is?
l Access the Interactive Modelling Software for this unit. Read the extract aloud. Were the
children’s predictions correct?
l Ask the children what they know about foxes, particularly the way foxes are portrayed in
stories. Make a word web to show ways in which foxes are shown in stories.
l Read the extract again, this time using the modelling software to model ‘cracking’ the
questions together. Remember to look at the model answers and discuss strategies for
different question types (see pages 10–11).
Reading the Practice text: Who’s a Clever Girl, Then?

l Introduce the title of the book: Who’s a Clever Girl, Then? Who is likely to say words like
that? (budgie/parrot) What kind of people own parrots in stories?
l Once they have read the story, remind the children that they are now going to work
independently to practise the strategies introduced during the teaching session.
Moving into writing

l Reread the Practice text.
l Use drama techniques to explore how the children would react if they saw a variety of
characters from traditional tales on their way to school.
l Allow groups of children to explore how stories might continue, depending on the
character met on the way to school. What would happen if the character stopped to talk
to them? What might the adventure be?
l Once they have explored the ideas through drama and talk for writing, ask the children
to write the beginning of the story.
452596_U01_Crack_Comp_2e_Y3.indd 8 28/02/19 2:18 PM

Unit 1 • FICTION
Listening Comprehension:
Questions and Answers
The listening comprehension questions can be accessed on the modelling software for this unit.
Q1: What do you know about Bean?

A1: He is a turkey and apple farmer/keeps turkeys in his orchard/never eats
food/makes and drinks cider/is thin as a pencil/is the cleverest of all the
farmers.
Strategy: Consider where in the text the information might be found. Listen carefully to
that part. Make a note of the words used in the text.
Q2: Did any of the farmers eat or drink anything that either of the others
farmed?
A2: No
Strategy: Listen to the text, considering the question.
Q3: Which of the farmers is the shortest and which is the tallest?
A3: Bunce is shortest, Bean is tallest.
Strategy: Listen carefully to the text. Make a note of the words used.
Extending reading
The Woman Who Won Things – Allan Ahlberg
Cup Final Kid – Martin Waddell
Anna Hibiscus – Atinuke

Teaching text: Fantastic Mr Fox Cracking the questions
Question Answer CD/Mark Useful strategies
1. Why was Boggis so fat? He ate three chickens with dumplings every 2b Question focus: identify key details from fiction.
day for breakfast, lunch and supper/a lot of 1 mark Strategies:
food.
Unit 1 • FICTION
452596_U01_Crack_Comp_2e_Y3.indd 10
• Carefully read the question, marking key words.
• Consider where in the text to look for the answer.
• Carefully read the paragraph.
2. Why do you think Bunce always because he always had a tummy ache 2d Question focus: make inferences from the text.
had a “beastly temper” 1 mark Strategies:
(paragraph 2)?
• Scan the paragraph to look for reasons why he is bad tempered.
3. Which word tells you that mashed “disgusting” (paragraph 2) 2a Question focus: explain the meaning of words in context.
liver paté is unpleasant? 1 mark Strategies:
• Scan that part of the text looking for the words “mashed” and “liver”.
• Carefully read the sentence looking for a word that shows an opinion about
the livers.
4. What does “thin as a pencil” He is thin. 2a Question focus: give the meaning of words in context.
(paragraph 3) tell you about Bean? He stands up straight. 1 mark Strategies:
Choose two. • Carefully read the question, marking key words.
□ He is thin. • Consider where in the text to look for the answer.
• Scan that part of the text for the description.
□ He is tall. • Consider the picture it makes in your head.
□ He is mean.
□ He stands up straight.
28/02/19 2:18 PM
5. Choose the best summary of the Bunce was a duck and goose farmer who ate 2c Question focus: summarise main ideas from more than one paragraph.
information about Bunce. doughnuts filled with goose liver. This diet 1 mark Strategies:
meant he was both fat and bad-tempered.
□ Bunce was short and fat. He had • Carefully read the question, marking key words.
a bad temper because he ate too • Scan the text for “Bunce” to find the relevant part.
many jam doughnuts. • Read the paragraphs carefully. Reread the options in the questions and
□ Bunce was a duck and goose farmer consider which one is the best summary.
who ate doughnuts filled with goose
liver. This diet meant he was both
fat and bad-tempered.
□ Bunce kept his ducks and geese

in a swimming pool. He fed them
with doughnuts. He always had
a tummy ache because he was
bad-tempered.
□ Bunce had a bad temper, so he

killed his geese and ate them
stuffed into doughnuts. He was very
short and fat.
6. Why do you think the author He used one paragraph to describe each 2f Question focus: identify how narrative content is related and contributes to
organised this text into three farmer. 1 mark meaning as a whole.
paragraphs rather than one long Strategies:
paragraph?
• Look at the text and note where paragraphs begin.
• Think about reasons for starting new paragraphs: new place, new time, new
action, new character or new speaker.
• Think about the reasons for starting most of the new paragraphs here.
Cracking Comprehension Year 3 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
11
Unit 1 • FICTION
28/02/19 2:18 PM
Unit 1 • FICTION
Who’s a Clever Girl, Then?

Rose Impey
1 Once upon a time, and not so very long ago, a little girl was
walking to school. She was a sensible sort of girl, who could
make her own packed lunch and do her mum’s shopping without
losing the change. She was also far too sensible to talk to strange
men whom she met in the street, especially ones with peg-legs,
scars on their faces, patches over their eyes and scruffy parrots on
their shoulders. So when she saw four strange characters fitting
this description, she quickly turned the other way and kept on
walking.
10 But the pirates had seen her. She was just what they were looking
for.
12 “You look a sensible little girl,” growled the biggest pirate, who
was called Jake. “We want a sensible little girl like you to join our
gang, don’t we, lads?”
15 “Yes, yes,” agreed the rest of the gang, covering their mouths to hide
their smiles.
17 “We’re rough, tough pirates and we sail the sea in a mighty, fine
pirate ship. We have rare adventures, don’t we, lads?” boasted
Jake.
20 “Oh yeah, yeah,” said the rest of the gang. They didn’t seem
quite so sure about this.
22 “All we need is for you to join us, then we can go off on raids.
Isn’t that right, lads?” said Jake.
24 “Yes! Yes!” they agreed, more strongly this time, again covering
their mouths to hide their smiles.
26 Now the little girl knew better than to listen to this kind of story
from such wicked-looking villains. She knew they were up to no
good. But the idea of having an adventure was far too tempting
to miss. She didn’t exactly stop, but she walked on more slowly.
12 Cracking Comprehension Year 3 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page

Unit 1 • FICTION
Name: Class: Date:
1 Find and copy two things we learn about the girl in the first two sentences. 2b
1 mark
2
“We have rare adventures, don’t we, lads?” boasted Jake (paragraph 5). Tick the word that is
2a
closest in meaning to “rare” in this sentence. Tick one.
valuable □ not well cooked □ extraordinary □ few □ 1 mark

2d
3 What do you think the little girl thought when she saw the four strange men?
1 mark
4 a) Which word did the author use to describe the parrots the men had?
b) Why do you think the author used that word? 2a/2g
2 marks
5 a) Who do you think was the pirate leader?
2d
b) Explain why you think that.
2 marks
6 Tick the best summary of what we know about the little girl. Tick one.
The little girl was going shopping for her mum to buy things for her packed lunch. □
She thought the pirates wanted to take the change away from her, so she kept on walking.
The sensible little girl wanted to go on an adventure with the pirates. She had her □
packed lunch already made so she asked the pirates if she could go with them.
The sensible little girl knew what she should do. She should keep on walking to school. □ 2c
However, she was very tempted by the idea of an adventure so she slowed down to
hear more about it. 1 mark
2d
“covering their mouths to hide their smiles” (paragraph 4). What does this tell you about the pirates?
7
1 mark
8
Why does this text have so many paragraphs? Tick one.
There are lots of different events. □ There is a lot of dialogue (speaking). □ 2f
There are lots of different pirates. □ The action happens in lots of different places. □ 1 mark
9 Do you think the little girl will join the pirates? Yes □ No □
Explain your answer.
2e
1 mark
Cracking Comprehension Year 3 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 13

Practice text: Who’s a Clever Girl, Then? Cracking the questions
1. F
ind and copy two things we • She is little. 2b Question focus: retrieve and record information from fiction.
learn about the girl in the first two • She is sensible. 1 mark Strategies:
sentences. • Also accept any of these in place of ‘she is
Unit 1 • FICTION
is sensible’: She can make her own lunch/do
the shopping/does not lose the change.
• Carefully read that part of the text.
Award 1 mark for two correct answers.
2. “We have rare adventures, don’t we, extraordinary 2a Question focus: give the meaning of words in context.
lads?” boasted Jake (paragraph 5). 1 mark Strategies:
Tick the word that is closest in
meaning to “rare” in this sentence.
Tick one.
□ valuable • Carefully reread the options in the question, considering whether each word
□ not well cooked would make sense in this context.
□ extraordinary
□ few
3. What do you think the little girl Accept appropriate answers such as: 2d Question focus: make inferences from the text.
thought when she saw the four • They are pirates/baddies. 1 mark Strategies:
strange men? • I had better turn the other way. • Carefully read the question, marking key words.
• A sensible girl would not talk to those men • Consider where in the text to look for information.
• I should not talk to strangers. • Carefully read that part of the text, considering the answer.
• I wonder what they are doing? • Use your empathy to answer the question.
4. (a) Which word did the author use (a) “scruffy” 2a/2g Question focus: explain the meaning of words in context/explain how meaning
to describe the parrots the men (b) to show that: 2 marks is enhanced through choice of words and phrases.
had? Strategies:
• the parrots were not looked after very
(b) Why do you think the author well • Carefully read the question, marking key words.
used that word? • the parrots were as strange as their • Consider where in the text to look for information.
owners • Scan the text for a word that describes the parrots.
• Think about what the word means and why the author used it here.
Award 1 mark for each part of the question.
5. (a) Who do you think was the (a) Jake 2d Question focus: make inferences from the text.
pirate leader? (b) • He is the biggest pirate. 2 marks Strategies:
(b) Explain why you think that. • He is the pirate that asks the questions. • Carefully read the question, marking key words.
• He is the only pirate whose name we • Consider where in the text the answer will be.
know. • Carefully read that part of the text, considering the answer.
• The others agreed with him.
28/02/19 2:18 PM
6. Tick the best summary of what we The sensible little girl knew what she should 2c Question focus: summarise main ideas from more than one paragraph.
know about the little girl. Tick one. do. She should keep on walking to school. 1 mark Strategies:
However, she was very tempted by the idea
□ The little girl was going shopping • Carefully read the question, marking key words.
for her mum to buy things for her of an adventure so she slowed down to hear
• Carefully reread the text, underlining all of the information about the
packed lunch... more about it.
little girl.

□ The sensible little girl wanted to go • Reread the options in the questions and consider which one is the best
on an adventure with the pirates... summary.

□ The sensible little girl knew what
she should do...
7. “covering their mouths to hide their • They are lying. 2d Question focus: make inferences from the text.
smiles” (paragraph 4). What does • There is something they do not want her to 1 mark Strategies:
this tell you about the pirates? know.
• They think it (his lie) is funny.
• Consider where in the text the quotation came from.
• Scan the text for the words in the question.
• Carefully read this part of the text, considering the question.
8. Why does this text have so many There is a lot of dialogue (speaking). 2f Question focus: explain how narrative content is related and contributes to
paragraphs? Tick one. 1 mark meaning as a whole.
□ There are lots of different events. Strategies:
□ There are lots of different pirates. • Carefully read the question, marking key words.
□ There is a lot of dialogue • Look at the text and note where paragraphs begin.
(speaking). • Think about reasons for starting new paragraphs: new place, new time, new
action, new character or new speaker.
□ The action happens in lots of • Think about the reasons for starting most of the new paragraphs here.
different places.
9. Do you think the little girl will join Yes 2e Question focus: predict what might happen from details stated and implied.
the pirates? • They have lots of adventures and she could 1 mark Strategies:
have some too. • Carefully read the question, marking key words.
□ Yes □ No • She sounds too sensible and it would be • Skim-read the text while considering the question.
Explain your answer. good for her to have fun.
• Remember to explain your answer.
• The fact that she has listened this long
means that she is interested in their
adventures.
• This is only the beginning of the book. It
would be a short book if she said no.
No
• She is too sensible and knows it would be
silly.
• Her mum would worry too much.
• The pirates are lying to her.
15
Unit 1 • FICTION
28/02/19 2:18 PM
Unit 2
• FICTION
FICTION
Mr Majeika/The Worst Witch

Humphrey Carpenter/Jill Murphy
Key text features

l The texts are extracts from ‘modern classics’ and both are from the first book in the
series. These texts are based in schools and both are rich in dialogue.
l The Teaching text is an extract from the first chapter of Mr Majeika by Humphrey
Carpenter.
l The Practice text is from The Worst Witch by Jill Murphy.
Reading the Teaching text: Mr Majeika

l Introduce the text by asking if any of the children are already familiar with the
Mr Majeika books. If so, what can they tell the others about Mr Majeika? Can they
predict anything about him from his name?
l Access the Interactive Modelling Software for this unit. Read the introduction, which sets
the scene, before reading the extract to the children.
Reading the Practice text: The Worst Witch

l Introducethe text by asking if any of the children are already familiar with The Worst
Witch books. If so, what can they tell the others?
l Once they have read the text, remind the children that they are now going to work
Moving into writing

l Reread The Worst Witch.
l Talk with the class about how sometimes things can go wrong.
l Use drama techniques to explore things that might go wrong (e.g. trying to change the
rules of a game; cheating in a test; trying to help someone who does not want help).
You could encourage the children to choose comic outcomes.
l Once they have explored ideas in drama, use talk for writing to help the children clarify
an idea they want to pursue.
l Give the children time for planning before they write their story.

Unit 2 • FICTION
Q1: How did Mr Majeika get to the school?

A1: By magic carpet
Strategy: Consider where in the text the information might be found. Listen carefully
to that part. Make a note of words used in the text.
Q2: How did Mr Majeika turn his magic carpet into a bicycle?
A2: He pointed a finger at it as he said “That’s my bicycle” (paragraph 6).
Q3: “You could have heard a pin drop” (paragraph 9). What does this mean?
Why could you have heard a pin drop?
A3: It means there was a sudden silence because Mr Potter was surprised and
was trying to work out what happened, while Mr Majeika was hoping that
Mr Potter would believe him.
Strategy: Listen carefully to the text. Make a note of words used in the text.
Extending reading
Once Upon an Ordinary School Day – Colin McNaughton
Nag Club – Anne Fine
Ottoline Goes to School – Chris Riddell

Teaching text: Mr Majeika Cracking the questions
1. “Now, you’re rather late, Mr Potter/the headteacher 2d Question focus: make inferences from the text.
Mr Majeika. You might have 1 mark Strategies:
telephoned me.” (paragraph 1)
Unit 2 • FICTION
Who do you think said those • Consider where in the text to look for the answer.
words? • Carefully read the paragraph and consider who said the words.
2. What is Mr Majeika’s excuse for His magic carpet took a wrong turning/rain 2b Question focus: retrieve and record information.
being late? has got into his magic carpet. 1 mark Strategies:
• Scan the paragraph to look for an excuse.
3. “complete slip of the tongue” He had said something he did not mean 2a Question focus: explain the meaning of words in context.
What does this phrase mean in this to say. 1 mark Strategies:
story? Choose one. • Carefully read the question, marking key words.
□ His tongue slipped inside his mouth • Scan the text to find the words.
and made an odd sound. • Reread that part of the text while you think about the meaning of the
words.
□ Mr Potter had not heard him • Look again at the choices in the question, then choose the one that has the
correctly.
closest meaning.
□ He had said something he did not
mean to say.
□ His tongue got muddled when

trying to say lots of similar sounds.
4. Why do you think Mr Majeika • He wanted to fit in. 2d Question focus: make inferences from the text.
“looked bothered” (paragraph 4) • He did not want Mr Potter to know he was a 1 mark Strategies:
when Mr Potter asked about the magician/had a magic carpet.
magic carpet? • He had not meant to say “magic carpet”.
• Scan that part of the text for words in the question.
• Use your own understanding and empathy to think about how the character
felt.
28/02/19 1:52 PM
5. (a) Write a word from the text that (a) “[rather] faintly” (paragraph 7)/“cheerily” 2a/2g Question focus: give the meaning of words in context/identify how meaning is
describes how someone spoke. (paragraph 8) 2 marks enhanced through choice of words and phrases.
(b) Explain why you think the (b) • The word tells the reader how Strategies:
author chose that word. to read the speech. • Carefully read the question, marking key words.
• The word describes how someone • Scan the text for words which describe how someone spoke.
is feeling.
• Consider why the author gave you that information.
6. Choose the sentence that Mr Majeika came on a magic carpet. 2c Question focus: summarise main ideas from more than one paragraph.
summarises the most important 1 mark Strategies:
information about Mr Majeika’s
arrival at the school.
• Carefully read the text while considering each of the options.
□ Mr Majeika was late. • Decide which sentence you think summarises the most important and
□ Mr Majeika said he came on a interesting information.
bicycle.
□ Mr Majeika came on a magic

carpet.
□ Mr Majeika made a mistake when

he said “magic carpet”.
19
Unit 2 • FICTION
28/02/19 1:52 PM
Unit 2 • FICTION
The Worst Witch

Jill Murphy
1 The smile faded from the headmistress’s face and she sighed, as if
with deep disappointment. Mildred felt about an inch high.
3 “Really, Mildred,” Miss Cackle said in a tired voice, “I have run
out of things to say to you.
5 “Week after week you come here, sent by every member of staff
in the school, and my words just seem to go straight in one ear
and out of the other. You will never get the Witches’ Higher
Certificate if this appalling conduct continues. You must be the
worst witch in the entire school. Whenever there’s any trouble
you are nearly always to be found at the bottom of it, and it’s
just not good enough, my dear. Now, what have you to say for
yourself this time?”
13 “I don’t really know, Miss
Cackle,” Mildred said humbly.
“Everything I do just seems to go
wrong, that’s all. I don’t mean to
do it.”
18 “Well, that’s no excuse, is it?”
said Miss Cackle. “Everyone else
manages to live without causing
an uproar wherever they go.
You must pull yourself together,
Mildred. I don’t want to hear any
more bad reports about you, do
you understand?”

Unit 2 • FICTION
Name: Class: Date:
1 Who is Miss Cackle? 2d
1 mark
2 How does Miss Cackle feel about Mildred at the beginning of this extract? 2d
1 mark
3 “Mildred felt about an inch high” (paragraph 1). An inch is about the length of your thumb.
2a
What do you think this sentence tells you about how Mildred is feeling?
1 mark
4 Find and copy the words that show Miss Cackle does not think Mildred listens to her.
2g
1 mark
5 Miss Cackle is tired of Mildred always getting into trouble.
Find two pieces of evidence for this statement. You do not have to use direct quotations from

the text.
2b
2 marks
6 “if this appalling conduct continues” (paragraph 2). Which of these means the same as the
2a
underlined words? Tick one.
not listening □ being an inch high □ very bad behaviour □ 1 mark
7 Tick the sentence that summarises how Mildred feels. Tick one.
She is angry that she is being blamed for something she did not mean to do. □
She hates Miss Cackle and the school. □
2c
She is upset that she is in trouble again. □
She is worried that she will not get her Witches’ Higher Certificate. □ 1 mark
8 a) Write a word from the text that describes how someone spoke.
b) Explain why you think the author chose that word.

2g
2 marks
9 This text is from the beginning of The Worst Witch. Do you think Mildred stops getting into
2e
trouble after this? Explain your answer.
1 mark

Practice text: The Worst Witch Cracking the questions
1. Who is Miss Cackle? the headmistress 2d Question focus: make inferences from the text.
1 mark Strategies:
Unit 2 • FICTION
• Scan the text for mention of Miss Cackle.
• Carefully read the text around the words, looking for clues.
2. How does Miss Cackle feel about • disappointed in her 2d Question focus: make inferences from the text.
Mildred at the beginning of this • fed up/annoyed (“smile faded”) 1 mark Strategies:
extract? • she likes her – she calls her “dear”
• Carefully read the beginning of the text, looking for clues.
3. ‘Mildred felt about an inch high’ Mildred felt unhappy/sad/insignificant/small 2a Question focus: explain the meaning of words in context.
(line 2). An inch is about the length that she is about to get the blame/in trouble. 1 mark Strategies:
of your thumb. What do you think
this sentence tells you about how
• Consider where in the text to look for information.
Mildred is feeling?
• Carefully read that part of the text, considering the answer.
• Use your empathy to answer the question.
4. Find and copy the words that show “my words just seem to go in one ear and out 2g Question focus: identify how meaning is enhanced through choice of words and
Miss Cackle does not think Mildred of the other” (paragraph 1) 1 mark phrases.
listens to her. or Strategies:
“I have run out of things to say to you” • Carefully read the question, marking key words.
(paragraph 1) • Consider where in the text to look for information.
5. Miss Cackle is tired of Mildred Accept any two relevant ideas. E.g. 2b Question focus: identify key details from fiction.
always getting into trouble. • She sighed as if with deep disappointment. 2 marks Strategies:
Find two pieces of evidence for this • Her voice was tired. • Carefully read the question, marking key words.
statement. You do not have to use • Mildred is sent to her week after week by all • Consider where in the text to look for information.
direct quotations from the text. members of staff. • Carefully reread that part of the text looking for supporting evidence.
• Mildred does not listen to what Miss Cackle
says. Award 1 mark for each appropriate answer, up to a total of 2 marks.
• Mildred’s conduct is appalling.
• Mildred is always at the bottom of any
trouble.
• Mildred is the worst witch.
28/02/19 1:52 PM
6. “if this appalling conduct very bad behaviour 2a Question focus: give the meaning of words in context.
continues” (paragraph 2). Which 1 mark Strategies:
of these means the same as the
underlined words? Tick one.
• Consider where in the text the quotation comes from and scan the text to find
□ not listening it.
□ being an inch high • Consider the meaning of each of the options.
• Choose the best one.
□ very bad behaviour
7. Tick the sentence that summarises She is upset that she is in trouble again. 2c Question focus: summarise main ideas from more than one paragraph.
how Mildred feels in this extract. 1 mark Strategies:
Tick one.
□ She is angry that she is being • Carefully read the text while considering each of the options.
blamed for something she did not • Decide which sentence you think summarises the most important and
mean to do. interesting information.
□ She hates Miss Cackle and the
school.
□ She is upset that she is in trouble

again.
□ She is worried that she will not get

her Witches’ Higher Certificate.
8. (a) Write a word from the text that (a) “in a tired voice” (paragraph 2)/“humbly” 2g Question focus: identify/explain how meaning is enhanced through choice of
describes how someone spoke. (paragraph 3) 2 marks words and phrases.
(b) Explain why you think the (b) The words explain how the character is Strategies:
author chose that word. feeling so a reader knows how to read the • Carefully read the question, marking key words.
speech aloud. • Scan the text for words that describe how someone spoke.
• Consider why the author gave you that information.
9. This text is from the beginning Yes 2e Question focus: predict what might happen from details stated and implied.
of The Worst Witch. Do you think • She did not like being told off and she 1 mark Strategies:
Mildred stops getting into trouble wants to try harder. • Carefully read the question, marking key words.
after this? • She might get better at hiding getting into • Think about your wider experience of being a reader.
Explain your answer. trouble.
No
She says that everything she does keeps
going wrong and that is what the book will be
about.
23
Unit 2 • FICTION
28/02/19 1:52 PM
Unit 3
• FICTION
FICTION
The Lost Happy Endings/Clarice Bean – Utterly Me

Carol Ann Duffy/Lauren Child
Key text features

The texts show different ways of describing people and places.
l The Teaching text is from The Lost Happy Endings by Carol Ann Duffy.
l The Practice text is from Clarice Bean – Utterly Me by Lauren Child.
Reading the Teaching text: The Lost Happy Endings

l Introduce the text by asking what the children know about Carol Ann Duffy. Explain
that she is the poet laureate, which means that she is a very good poet who writes
poems for the queen and for special national occasions. She also writes poems and
books for children. Now that they know that, what kind of language do they expect in
the book?
l Talk about the title of the story and explain that Jub, the main character, has a very
important job, which is to collect all the happy endings every morning and let them
safely fly into children’s homes in the evenings. Can the children make predictions about
what might happen in the story?
l Accessthe Interactive Modelling Software for this unit. Read the extract to the children
and ask them if they think their predictions will come true.
Reading the Practice Text: Clarice Bean – Utterly Me

l Have any of the class read any Clarice Bean stories? If so, ask them what they can tell
the rest of the class about her. Explain that the Clarice Bean books are written as if they
were thoughts running through Clarice’s head. Clarice lives with her family, including her
irritating brothers.
l Once they have read the story, remind the children that they are now going to work
Moving into writing

l Reread the extract from The Lost Happy Endings.
l Work with the children to use a range of drama techniques to develop the story and
decide what might happen next.
l Ask them to draw a story map to show their favourite idea.
l Give the children time to discuss their ideas with a response partner. Together with their
response partner, they should orally work up one of their ideas to write.
452596_U03_Crack_Comp_2e_Y3.indd 24 2/28/19 10:06 AM

Unit 3 • FICTION
Q1: At the beginning of the story, what is Jub’s sack full of?
A1: Happy Endings
Strategy: Think about what you already know about the story, including its title.
Listen to the whole extract and see if you can find evidence to confirm
your ideas.
Q2: Who called Jub a “deario”?

A2: An old woman
to that part. Jot down the words used in the text.
Q3: What do you think will happen next?

A3: Accept a range of answers that build on what we already know from the
story. (E.g. The old woman takes the sack and keeps all the Happy Endings;
Jub fights the old woman and gets the sack back, but not until all the
Happy Endings have escaped.)
Strategy: Listen carefully to the whole text again while you think about what might
happen next.
Extending reading
There Is No Dragon in This Story – Lou Carter
Toto the Ninja Cat – Dermot O’Leary
Kid Normal – Greg James and Chris Smith
The Boy Who Grew Dragons – Andy Shepherd
Mr Penguin and the Lost Treasure – Alex T. Smith

Teaching text: The Lost Happy Endings Cracking the questions
1. What time of day did Jub set out? evening 2b Question focus: identify key details from fiction.
1 mark Strategies:
Unit 3 • FICTION
• Carefully read the paragraph to find your answer.
2. How did the mist change The mist is much thicker by the second 2h Question focus: make comparisons within the text.
between the first and the second paragraph. 1 mark Strategies:
paragraphs? In the first paragraph, it’s a bit misty but in • Carefully read the question, marking key words.
the second paragraph the mist has thickened. • Carefully read the first two paragraphs, thinking about what they say about
the mist.
• Consider the differences between “scarves of mist” and “the mist had
thickened”.
3. When we first meet her, what Accept any two of the following. 2g Question focus: explain how meaning is enhanced through choice of words
information are we given about the • “a twisted old woman” 2 marks and phrases.
old woman that warns us that she • “face like the bark of a tree” Strategies:
isn’t going to be kindly. Write two • “horrible claw hands” • Carefully read the question, marking key words.
things. • “fierce red eyes like poisonous berries” • Consider where in the text to look for the words.
• Carefully read the relevant section of the text while considering the impact
of the words.
Award 1 mark for each correct detail given, up to a total of 2 marks.
4. “Her touch nipped like pepper.” Jub’s arm stung where the old woman 2a Question focus: explain the meaning of words in context.
What do you think the underlined touched her. 1 mark Strategies:
words mean? Choose one. • Carefully read the question, marking key words.
□ The old woman dug her nails into • Consider where in the text to look for the words.
Jub’s arm. • Scan the text to find the words.
• Carefully read that part of the text, thinking about what the words might
□ The old woman sprinkled pepper mean.
onto Jub’s arm to hurt her.
□ Jub felt the old woman pinching

her.
□ Jub’s arm stung where the old

woman touched her.
2/28/19 10:06 AM
5. Why doesn’t Jub want to tell the Possible answers could include the following. 2d Question focus: make inferences from the text.
old woman what is in the sack? • She is frightened the old woman might 1 mark Strategies:
snatch them away. • Carefully read the question, marking key words.
• She does not like the old woman. • Consider where in the text to look for information.
• It is none of the old woman’s business. • Carefully read that part of the text, thinking about how Jub is feeling.
• She knows how important the Happy
Endings are and she does not want any
harm to come to them.
6. Number these events to show the 2c Question focus: summarise main ideas from more than one paragraph.
order in which they happened. 1 mark Strategies:
□ The old woman grabbed The old woman grabbed the sack. 4 • Carefully read the question, marking key words.
the sack. • Consider where in the text to look for the events.
□ The old woman grabbed The old woman grabbed Jub’s arm. 1 • Scan the text for the events in the question.
Jub’s arm. • Carefully read that part of the text and number the events.
□ Jub tripped over a tree root. Jub tripped over a tree root. 3
□ The old woman spat green spittle The old woman spat green spittle at Jub. 2
at Jub.
27
Unit 3 • FICTION
2/28/19 10:06 AM
Unit 3 • FICTION
Clarice Bean – Utterly Me

Lauren Child
1 I have to
hop
downstairs
4 because I have only one slipper. Our dog, Cement, buried the other one in
the garden and we can’t find it.
6 It will probably be discovered in a hundred years from now by

archaeological diggers who will say it is fascinating and give it to
a museum.
9 When I get downstairs, the whole kitchen is full of bad mood. Marcie won’t
talk to Mum and Kurt won’t talk to Marcie. Grandad isn’t talking to anyone
because he hasn’t plugged himself into his hearing aid. Minal is talking to
me but I wish he wouldn’t. Minal is a niggling gnat and I have to have him
sleeping in my room. Sometimes when I want to keep him out, I pile lots of
gubbins against the door.
15 He is five.
16 Who would want to share a room with their five-year-old brother? I don’t
even need a five-year-old brother. I already have one who is a teenager
called Kurt and that is enough brothers for anyone.
19 Minal is going, “What time did the spider go to the dentist?”
20 I don’t bother to listen to the answer because it won’t be funny.
21 I am trying to read
the back of the cereal
packet because there is
a good offer on rubber
pencil-tops.
26 Minal is going “Spider

clock! D’ya get it? D’ya
get it? Spider clock!”
29 I say “No”.

Unit 3 • FICTION
Name: Class: Date:
1 Where is Clarice going at the beginning of the extract? 2b
1 mark
2d
2 Find and copy a word or a group of words that show that the kitchen is not a happy place to be.
1 mark
3 What does the author mean by saying that Grandad “hasn’t plugged himself into his
2a
hearing aid”?
2 marks
4 “Minal is a niggling gnat”.
What do the underlined words tell us about Minal? Tick one.
He is a pet insect. □ He annoys Clarice. □ 2a
He hurts Clarice. □ He sleeps in Clarice’s room. □ 1 mark
5 “I pile lots of gubbins against the door.”

2a
Suggest a different word the author could have used instead of “gubbins”.
1 mark
2b
6 How many brothers does Clarice have?
1 mark
7 Tick three statements that you know are true.
The dog has taken Clarice’s slipper. □ The family is in the kitchen. □
Mum is busy cooking. □ Grandad is arguing with Kurt. □ 2b
Clarice has kept Minal out of her room. □ Clarice is reading. □ 2 marks
8 a) What time of day does this part of the story take place?
b) Explain how you know.

2d
2 marks
9 Tick the statement that is the best description of Clarice’s family. Tick one.
They are very calm and organised. □ They all hate each other. □ 2c
They are quite noisy and disorganised. □ They are always supportive of each other. □ 1 mark

Practice text: Clarice Bean – Utterly Me Cracking the questions
1. Where is Clarice going at the downstairs/to the kitchen 2b Question focus: retrieve and record information.
beginning of the extract? 1 mark Strategies:
Unit 3 • FICTION
2. Find and copy a word or a group of “[the kitchen is] full of bad mood” 2g Question focus: identify how meaning is enhanced through choice of words and
words that show that the kitchen is 1 mark phrases.
not a happy place to be. Strategies:
3. What does the author mean Grandad has not put in his hearing aid. 2a Question focus: explain the meaning of words in context.
by saying that Grandad “hasn’t 2 marks Strategies:
plugged himself into his
hearing aid”?
• Consider where in the text to look for the words.
• Carefully read the relevant section of the text while considering the impact of the
words.
4. “Minal is a niggling gnat”. He annoys Clarice. 2a Question focus: explain the meaning of words in context.
What do the underlined words tell 1 mark Strategies:
us about Minal? Tick one. • Carefully read the question, marking key words.
□ He is a pet insect. • Consider where in the text to look for the words.
• Scan the text to find the words.
□ He hurts Clarice. • Carefully read that part of the text, thinking about what the words might mean.
□ He annoys Clarice.
□ He sleeps in Clarice’s room.
5. “I pile lots of gubbins against the Stuff/things/belongings 2a Question focus: explain the meaning of words in context.
door.” 1 mark Strategies:
Suggest a different word the • Carefully read the question, marking key words.
author could have used instead of • Consider where in the text to look for the words.
“gubbins”. • Scan the text to find the words.
• Carefully read that part of the text, thinking about what the words might mean.
2/28/19 10:06 AM
6. How many brothers does Two (Kurt and Minal). 2b Question focus: retrieve and record information.
Clarice have? 1 mark Strategies:
7. Tick three statements that you The dog has taken Clarice’s slipper. 2b Question focus: retrieve and record information.
know are true. The family is in the kitchen. 2 marks Strategies:
□ The dog has taken Clarice’s slipper. Clarice is reading. • Carefully read the question, marking key words.
□ Mum is busy cooking. • Consider where in the text to look for the information.
• Carefully read that part of the text and tick the things that you know are true.
□ Clarice has kept Minal out of her
room. Award 2 marks for three correct answers (and no incorrect ones).
□ The family is in the kitchen. Award 1 mark for one or two correct answers (and no more than one incorrect one).
□ Grandad is arguing with Kurt.
□ Clarice is reading.
8. (a) What time of day does this part (a) in the morning 2d Question focus: make inferences from the text.
of the story take place? (b) Clarice is reading a cereal packet (and that 2 marks Strategies:
(b) Explain how you know. is most likely to happen at breakfast time). • Carefully read the question, marking key words.
• Scan the rest of the text, looking for words and phrases that will confirm what you
thought. Use these ideas in your answer.
9. Tick the statement that is the best They are quite noisy and disorganised. 2c Question focus: summarise main ideas from more than one paragraph.
description of Clarice’s family. 1 mark Strategies:
Tick one.
□ They are very calm and organised. • Skim-read the text, thinking about the question.
□ They are quite noisy and • Jot down or underline any clues in the text.
disorganised. • Reread the choice in the questions and think about which one is the best
summary.
□ They all hate each other.
□ They are always friendly and
supportive of each other.
31
Unit 3 • FICTION
2/28/19 10:06 AM
Unit 4
• FICTION
FICTION
Grandpa’s Indian Summer/The Man Whose Mother Was a Pirate

Jamila Gavin/Margaret Mahy
Key text features

Both of the texts introduce places that are unfamiliar to the characters.
l The Teaching text is from Grandpa’s Indian Summer by Jamila Gavin, in which two
children from the UK first experience the teeming streets of the vast Indian city of
Calcutta (now called Kolkata).
l The Practice text is from The Man Whose Mother Was a Pirate by Margaret Mahy. In
this extract the little man first sees the sea.
Reading the Teaching text: Grandpa’s Indian Summer

l Introduce the text. Explain that it tells the story of Neetu and Sanjay, who go to India
to stay with Grandpa Chatterji. They take their great-grandmother to bathe in the holy
River Ganges.
l Access the Interactive Modelling Software for this unit. Read the text aloud to the
children while they try to sketch the scene being described. If possible, show some
internet images of the busy city.
l Read the extract again, this time using the modelling software to model 'cracking' the
Reading the Practice text: The Man Whose Mother Was a Pirate
l Beforethey read the text, ask which children have seen the sea. Do they remember
when they first saw it and what they first thought of it?
Moving into writing

l Reread the description of the Calcutta street.
l Make a class ‘freeze-frame’ photo of everything described in the word picture.
l Ask the children to suggest other images in addition to rivers that could be used to
describe the busy-ness.
l Challenge the children to write a description of a busy place nearby.

Unit 4 • FICTION
Q1: Do you think Neeta and Sanjay have spent a lot of time with their
great-grandmother before this? Explain your answer.
A1: No: they “studied the old lady” (paragraph 1); they do not know what she
likes to do or how important the river has become to her.
Q2: “it was a torrent of living creatures” (paragraph 4). What does the word
“torrent” mean?
A2: Flood, river, stream, fast-flowing queue, flow, rush
Strategy: Consider where in the text the quotation is from. Listen carefully to that
part. Consider the meaning of the word.
Q3: What are the clues in this text that the story is set in a different time and
place from where you live?
A3: “Calcutta” (paragraph 1); horses and carriages; bathing in the river; people
carrying things on their backs and on their heads; “rickshaws” (paragraph 4),
“pigs and horses and cows” (paragraph 4) wandering in the street.
Strategy: Listen again to the whole text, noting words and phrases that answer the
question.
Extending reading
Where the Forest Meets the Sea – Jeannie Baker
Meerkat Mail – Emily Gravett
The Owl Tree – Jenny Nimmo

Teaching text: Grandpa’s Indian Summer Cracking the questions
1. List all the people who were in the Neetu, Sanjay, Great-Grandma, Grandpa 2b Question focus: identify key details from fiction.
carriage at the beginning of this Chatterji 2 marks Strategies:
extract.
Unit 4 • FICTION
• Think about which part of the text you need to reread to look for answers.
• Carefully reread that part of the text.
• Scan the rest of the text for names or descriptions of people to check you
haven’t missed anyone out.
Award 1 mark for two or three people and 2 marks for all four.
2. What does the word “puzzled” • They do not understand it. 2a Question focus: explain the meaning of words in context.
(paragraph 2) tell you about Neetu • They think it is an unusual thing to do. 2 marks Strategies:
and Sanjay’s reactions to the idea
of great-grandmother bathing in
• Consider where in the text the answer can be found.
the river?
• Scan the text for the word “puzzled” (paragraph 2).
• Carefully read the sentence and consider the impact of the word.
3. “The horses trotted out into the • The sentence before was talking about a 2g Question focus: explain how meaning is enhanced through choice of words
road and joined a human river” real water river. 1 mark and phrases.
(paragraph 4). • She wants you to imagine how busy it is. Strategies:
Why do you think the author chose • People are all moving along together.
to use the underlined word in the • Scan the text for the sentence in context.
sentence? • Consider why the author might have chosen the word.
4. How do you think Neetu and • surprised at some of the unusual things 2d Question focus: make inferences from the text.
Sanjay felt looking out of the they saw, such as people carrying things on 2 marks Strategies:
carriage windows? their heads
• Consider where in the text the answer can be found.
• frightened by the birds swooping, flapping
• Scan the text for references to Neetu and Sanjay.
and squawking
• amazed by the dogs, pigs, horses and cows
• Use your own experience to think about how the children felt.
in the street
28/02/19 1:52 PM
5. “It was a torrent of living creatures • to make it seem as if they just keep coming 2f Question focus: explain how narrative content is related and contributes to
among which wandered dogs • It sounds as if there are more of them this 1 mark meaning as a whole.
and pigs and horses and cows” way. Strategies:
(paragraph 4). • to emphasise the range of different things
The author chose to link these • Consider how the meaning would subtly change if there were commas.
animals using “and” instead of just
commas. Why do you think she did
that?
6. Number the places to show the 2c Question focus: summarise main ideas from more than one paragraph.
order in which Neeta and Sanjay 2 marks Strategies:
saw them.
a very busy road 2 • Reread the text.
□ a very busy road
a place where people gathered 4 • Underline each place as it is described.
□ a place where people gathered
wide, empty streets 1 • Compare the order of your underlined places with the places listed in the
□ wide, empty streets question.
a bridge 3
□ a bridge
35
Unit 4 • FICTION
28/02/19 1:52 PM
Unit 4 • FICTION
The Man Whose Mother Was a Pirate

Margaret Mahy
1 Suddenly there was the sea.
2 The little man could only stare. He hadn’t dreamed of the

BIGNESS of the sea. He hadn’t dreamed of the blueness of it. He
hadn’t thought it would roll like kettledrums, and swish itself on
to the beach. He opened his mouth, and the drift and the dream
of it, the weave and the wave of it, the fume and foam of it never
left him again. At his feet the sea stroked the sand with soft little
paws. Farther out, the great, graceful breakers moved like kings
into court, trailing the peacock-patterned sea behind them.
10 A rosy sea captain stopped to watch them.
11 “Well, here are two likely people,” he cried. “Will you be my

bo’sun, Madam? And you, little man, you can be my cabin boy.”
13 “Thank you!” said the little man.
14 “Say, ‘Aye, aye, sir!’” roared the captain.
15 “Aye, aye, sir!” replied the little man just as smartly as if he’d
been saying, “Aye, aye, sir!” all his life.

Unit 4 • FICTION
Name: Class: Date:
1 List all the people who are on the beach in this extract. 2b
1 mark
2 How do you know that the little man hadn’t ever seen the sea before this? Use a word or
2d
phrase from the text in your answer.
1 mark
3 Reread paragraph 2. Tick the sentence that summarises this paragraph best. Tick one.
The little man thought the sea was very loud and very big. □
2g
The little man fell in love with the sea and knew it would never leave him. □
The little man was surprised that the sea was full of people, animals and birds. □ 1 marks
4 “He opened his mouth and the drift and the dream of it, the weave and the wave of it,
the fume and the foam of it never left him again.” (paragraph 2)
Why do you think the author used pairs of words like drift and dream, weave and wave,
2g
fume and foam?
1 mark
5 The sea did not really “[stroke] the sand with soft little paws” (paragraph 2), so why did the
2g
author use those words?
1 mark
6 How does the little man’s reaction to seeing the sea help you to understand why he agreed to
2d
be a cabin boy so quickly?
1 mark
7 “here are two likely people”. What does the word “likely” mean in this sentence? Tick one.
They look like they will agree to what he wants them to do. □
The sea captain likes the look of them. □
2a
They are strangers. □
They have nothing else to do but stand on the sand and look at the sea. □ 1 mark
8 Do you think the sea captain is going to be a kind man?
Yes □ No □
Use ideas from the text in your answer.
2e
1 mark
9 Why do you think the captain wants the little man to say “Aye, aye sir!” instead of “Thank you!”?
2g
1 mark

Practice text: The Man Whose Mother Was a Pirate Cracking the questions
1. List all the people who are on the the little man, a rosy sea captain, a woman 2b Question focus: identify key details from fiction.
beach at the beginning of this 2 marks Strategies:
extract.
Unit 4 • FICTION
• Carefully read the extract to establish the context.
Award 1 mark for one or two people and 2 marks for all three.
2. How do you know that the little Accept answers such as the following. 2d Question focus: make inferences from the text.
man hadn’t ever seen the sea • He hadn’t dreamed of the “BIGNESS” of it. 1 mark Strategies:
before this? Use a word or phrase • He hadn’t thought it would “roll like • Carefully read the question, marking key words.
from the text in your answer. kettledrums”. • Skim-read the text to gain an overall feeling for the little man’s response.
• Scan the text for ideas/quotations to use in the answer.
3. Reread paragraph 2. Tick the The little man fell in love with the sea and 2c Question focus: summarise main ideas from more than one paragraph.
sentence that summarises this knew it would never leave him. 1 mark Strategies:
paragraph best. Tick one.
□ The little man thought the sea was • Reread the long paragraph, considering the question.
very loud and very big. • Select the best option.
□ The little man fell in love with the
sea and knew it would never leave
him.
□ The little man was surprised that

the sea was full of people, animals
and birds.
4. Why do you think the author used • The author wants the reader to understand 2g Question focus: identify how meaning is enhanced through choice of words and
pairs of words like drift and dream, how amazed the little man is by the sea. 1 mark phrases.
weave and wave, fume and foam? • The writing is like poetry because it is the Strategies:
best way to show the little man’s feelings.
• Rhythm recreates the ebb and flow/sound
• Scan the text for the pairs of words the author uses.
of the sea.
• Carefully reread the paragraph containing the words while thinking about the
• The pairs of words begin with the same
question.
letter.
• Consider the impact of this kind of writing.
28/02/19 1:52 PM
5. The sea did not really “[stroke] • She is trying to show how gentle and playful 2g Question focus: identify how meaning is enhanced through choice of words and
the sand with soft little paws” the sea is at the little man’s feet. 1 mark phrases.
(paragraph 2), so why did the writer • She is continuing to use alliteration/write Strategies:
use those words? with lots of words beginning with the same
sound.
• Scan the text for the sentence to understand the context.
• She is using hissing sounds to imitate the
• Think of the image made in the reader’s head by that sentence.
sound of the sea.
6. How does the little man’s reaction Accept an answer that shows awareness that 2d Question focus: make inferences from the text.
to seeing the sea help you to the man has fallen in love with the sea. E.g. 1 mark Strategies:
understand why he agreed to be a • He does not want to go home again. • Carefully read the question, marking key words.
cabin boy so quickly? • He wants to stay near the sea. • Skim-read the text, thinking about how the little man feels.
• He likes the sound and feel of the sea. • Look for words or ideas that help you to know the answer to the question.
7. “here are two likely people”. What They look like they will agree to what he wants 2a Question focus: explain the meaning of words in context.
does the word “likely” mean in this them to do. 1 mark Strategies:
sentence? Tick one.
• Think about which part of the text you need to reread to look for answers.
□ They look like they will agree to • Carefully reread that part of the text.
what he wants them to do. • Scan the rest of the text to check that your answer seems right.
□ The sea captain likes the look of • Carefully read the choices again
them.
□ They are strangers.

□ They have nothing else to do but
stand on the sand and look at the
sea.
8. Do you think the sea captain is Yes 2e Question focus: predict what might happen from details stated and implied.
going to be a kind man? • He is described as “rosy”. 1 mark Strategies:
□ Yes □ No • Carefully read the question, marking key words.
No
Use ideas from the text in your • Consider where in the text to find the answer.
answer. • He roars when the little man says “Thank • Scan that part of the text, looking for information to include in the answer.
you!” (line 14).
There is no mark for the first part of the answer.
9. Why do you think the captain “Aye, aye, sir” is what sailors say to the ship’s 2g Question focus: identify how meaning is enhanced through choice of words and
wants the little man to say “Aye, captain. 1 mark phrases.
aye sir!” instead of “Thank you!”? Strategies:
• Consider why the author might have made that decision.
39
Unit 4 • FICTION
28/02/19 1:52 PM
• FICTIONUnit 5
FICTION
Kitten Rescue/Fox Cub Danger

Lucy Daniels
Key text features

The texts are both from the Animal Ark series and focus on the experience of a new home.
l The Teaching text is from Kitten Rescue by Lucy Daniels.
l The Practice text is from Fox Cub Danger by Lucy Daniels.
Reading the Teaching text: Kitten Rescue

l Ask whether the children are familiar with the Animal Ark books. Encourage them to
share their experiences of these and other animal rescue books.
l Explainthat this is a long-running series and includes over 90 titles. The central
characters are a group of children who find and rescue animals in trouble, and help
them with the aid of a vet’s surgery called ‘Animal Ark’.
and ask them to think about the experience of moving home.
Reading the Practice text: Fox Cub Danger

l What do the children remember about the Animal Ark books?
l What kinds of danger might a fox cub be in?
l Once they have read the extract, remind the children that they are now going to work
Moving into writing

l Reread these extracts, inviting the children to compare the two experiences of moving
home.
l Explain to the children that they are going to write their own story about rehoming an
animal.
l In groups, ask the children to think of a range of ideas about why an animal might need
a new home (e.g. its home is not safe/has disappeared/has been destroyed; a pet owner
may not be able to look after it; the animal might be lost or injured).
l Askpairs to select an animal for the focus of their story and then research appropriate
homes and conditions for the animal.
l Still in their pairs, ask them to plan their story.
l Encourage each child to tell their story to a response partner and receive feedback
before writing.
l Give the children the opportunity to write their story.

Unit 5 • FICTION
Q1: What did Mum suggest was the first thing that Amelia did?
A1: Put her animal books away.
Strategy: Think about where in the text you would find the answer to this question.
Listen to that part of the text again.
Q2: What did Mum say to try to make Amelia feel better?
A2: “But don’t worry.”/“We’re going to be very happy living here with Gran,
I promise.”
Strategy: Listen to the whole text again, thinking about how Mum tried to help.
Q3: Why did Amelia try her best not to sound too gloomy?
A3: She didn’t want Mum to feel bad./She was trying to support her mum.
Strategy: Listen to the whole text again, thinking about why Amelia would try to
pretend.
Extending reading
The Animal Ark series – Lucy Daniels
The Racehorse Who Wouldn’t Gallop – Claire Balding
Beast Quest series – Adam Blade
Henry Haynes and the Great Escape – Karen Inglis
I Believe in Unicorns – Michael Morpurgo

Teaching text: Kitten Rescue Cracking the questions
1. At the start of this extract, Amelia • She is in her “new bedroom”. 2d Question focus: explain and justify inferences with evidence from the text.
has just moved house. • There is still a pile of packing boxes in the 1 mark Strategies:
Explain how we know this using room.
Unit 5 • FICTION
ideas from the text. You do not • All her things are still in boxes.
• Carefully read the section indicated, looking for evidence that Amelia has
have to copy words. just moved house.
• Give either direct quotations or paraphrase their meaning.
2. Why did Amelia sit down on her “a sudden rush of homesickness came over 2b Question focus: identify key details from fiction.
bed with a sigh? her” 1 mark Strategies:
• Scan the text for the information in the question.
• Carefully read the sentences around the information, considering the
question.
3. Look at the paragraph beginning “warm” 2a Question focus: explain the meaning of words in context.
“Mum sat next to her …”. 1 mark Strategies:
Find and copy one word that • Carefully read the question, marking key words.
means the same as kind and • Scan the paragraph indicated, looking for a word with this meaning.
friendly. • Carefully reread the sentence containing the word to check your response.
4. “I’m fine, Mum. Honest.” She is trying to be brave 2d Question focus: make inferences from the text.
What does this statement tell you 1 mark Strategies:
about Amelia? • Carefully read the question, marking key words.
Choose one. • Scan the text for the words in the question.
• Carefully read the sentences around the words, considering what they tell
□ She is just pretending to be sad. you about Amelia.
□ She is trying to be brave. • Read the options in the question and tick the one that is closest to your
understanding.
□ She is feeling sick and unwell.
□ She does not want to unpack.
28/02/19 10:41 AM
5. Write O if the thing was in 2h Question focus: make comparisons within the text.
Amelia’s old room, or ‘N’ if it was 2 marks Strategies:
in her new one.
a bookshelf above the a bookshelf above the • Think about each of the statements separately. Consider where in the text
N
bed bed you will find relevant information.
a bookshelf beside the a bookshelf beside the • Carefully read the relevant sections of the text to decide which bedroom
O each thing was in.
door door
stars on the ceiling stars on the ceiling O Award 2 marks for all four answers correct.
Award 1 mark for three answers correct.
the sloping ceiling the sloping ceiling N
6. Which of these would be a good Amelia’s New Home 2c Question focus: summarise main ideas from more than one paragraph.
title for this extract? 1 mark Strategies:
Choose one. • Carefully read the question, marking key words.
□ Living with Gran • Skim-read the text for an overall impression of the main ideas.
• Carefully read the options in the question and select the one that best
□ Unpacking Books matches your ideas.
□ Amelia’s New Home
□ Amelia Is Upset
43
Unit 5 • FICTION
28/02/19 10:41 AM
Unit 5 • FICTION
Fox Cub Danger

Lucy Daniels
1 Amelia and her friends are in a hide, watching as they try to rehome
a family of foxes to an old badger sett. The male fox has been at the
vet’s following a road accident.
4 A long snout poked out of one of the boxes. Amelia held her
breath as the male fox emerged. His pointed ears were pricked,
and he sniffed the dawn air. His leg and ear were both completely
healed now, and he moved easily as he snuffled at the other
boxes. He must be so pleased to be outside again, Amelia thought.
9 The female fox stepped out of her box, peering around curiously.
Then she stared at the male fox. He stared back.
11 “Let’s hope they remember each other,” murmured Mrs Hope.
12 The pair padded towards each other. Then their noses touched,
and Amelia felt a swell of joy as the male fox rubbed his head
against the vixen’s side. The cubs came out of their box, tumbling
over each other. The largest cub scampered to the old badger sett
and sniffed at it – and then trotted into one of the holes.
17 Please let them like their new home, Amelia thought.
18 The mother fox followed her cub inside. The other cubs went after
her. Finally, the male fox went inside. Amelia glanced around the
hide. Everyone was smiling with relief and happiness.
21 The fox family darted in and out of the sett, the cubs playing
together, rolling and squirming in the undergrowth while their
parents looked on.

Unit 5 • FICTION
Name: Class: Date:
1 Look at the paragraph beginning “A long snout …”.

2a
What does the word “emerged” mean? Tick one.
came out □ ran away □ sneezed □ sniffed □ 1 mark
2 The male fox has been injured before.

Find evidence from the paragraph beginning “A long snout …” to support this statement. You 2d
do not have to copy words.
1 mark
2b
3 Find and copy one word that tells you what time of day it was when the first fox sniffed the air.
1 mark
2b
4 How did the male and female foxes greet each other?
1 mark
5 The writer describes the fox cubs as “tumbling over each other”.
2g
How does this tell us they are feeling? Tick one.
aggressive □ angry □ playful □ surprised □ 1 mark
6 The people watching the foxes were feeling happy.

2d
Find and copy one group of words that is evidence for this statement.
1 mark
7 Which of these would be a good title for this extract? Tick one.
2c
Inside the Hide □ The Foxes’ New Home □
At the Badger’s Sett □ Everyone Is Happy □ 1 mark
8 Do you think the fox family will like living in their new home?
2e
Give ideas from the text in your answer.
1 mark
9 Draw lines to join groups of words from the text to what they tell you.

The fox “snuffled at the other boxes”. The adult foxes remembered each other.
“their noses touched” The fox was trying to find out what was
in the other boxes.
The largest cub “trotted into one of the The cubs were playing in an area
holes”. surrounded by bushes. 2d
The cubs were “rolling and squirming in The cub thought the hole was safe to
the undergrowth”. go into. 2 marks

Practice text: Fox Cub Danger Cracking the questions
1. Look at the paragraph beginning came out 2a Question focus: explain the meaning of words in context.
“A long snout …”. 1 mark Strategies:
What does the word “emerged”
Unit 5 • FICTION
mean? Tick one. • Scan the paragraph indicated, looking for the word.
□ came out □ ran away • Carefully read the sentence containing the word, then identify the word(s) in the
sniffed question with the same meaning.
□ sneezed □
2. The male fox has been injured • We are told his ear and leg are “completely 2d Question focus: explain and justify inferences with evidence from the text.
before. healed”, so we know he was injured. 1 mark Strategies:
Find evidence from the paragraph • We are told “he moved easily”, so he must
beginning “A long snout …” to have found it difficult to move before.
• Carefully read the section indicated, looking for evidence that the fox has been at
support this statement. You do not • We are told that he “must be so pleased to
the vet’s.
have to copy words. be outside again”, so he must have been
inside or at the vet’s.
3. Find and copy one word that tells “dawn” 2b Question focus: identify key details from fiction.
you what time of day it was when 1 mark Strategies:
the first fox sniffed the air.
• Consider where in the text you will find the information.
• Carefully read that part of the text, considering the question.
4. How did the male and female foxes “their noses touched”/they touched noses 2b Question focus: identify key details from fiction.
greet each other? Also accept: 1 mark Strategies:
“the male fox rubbed his head against the • Carefully read the question, marking key words.
vixen’s side” • Consider where in the text you will find the information.
5. The writer describes the fox cubs as playful 2g Question focus: identify how meaning is enhanced through choice of words and phrases.
“tumbling over each other”. 1 mark Strategies:
How does this tell us they are feeling? • Carefully read the question, marking key words.
Tick one. • Scan the text, looking for the words in the question.
□ aggressive □ angry • Carefully read the sentences around the words, considering their impact and
surprised thinking about why the writer chose to use them.
□ playful □
6. The people watching the foxes Accept any of: 2d Question focus: explain and justify inferences with evidence from the text.
were feeling happy. • “Amelia felt a swell of joy” 1 mark Strategies:
Find and copy one group of words • “swell of joy” • Carefully read the question, marking key words.
that is evidence for this statement. • “Everyone was smiling with relief and • Skim-read the text for an overall feeling about the people’s reactions.
happiness.” • Scan the text, looking for evidence of the reactions.
• “relief and happiness” • Remember to give direct quotations from the text.
28/02/19 10:41 AM
7. Which of these would be a good The Foxes’ New Home 2c Question focus: summarise main ideas from more than one paragraph.
title for this extract? Tick one. 1 mark Strategies:
□ Inside the Hide • Carefully read the question, marking key words.
□ At the Badger’s Sett • Skim-read the text for an overall impression about the main ideas.
• Carefully read the options in the question and select the one that best matches
□ The Foxes’ New Home
your ideas.
□ Everyone Is Happy
8. Do you think the fox family will like Accept any evidence from the story that the 2e Question focus: predict what might happen from details stated and implied.
living in their new home? foxes are likely to be happy in their new home. 1 mark Strategies:
Give ideas from the text in your • Yes: all the foxes went happily into the sett. • Carefully read the question, marking key words.
answer. • Yes: they were darting happily in and out of • Skim-read the text for an overall feeling about the fox family’s reaction to their
the sett. new home.
• Scan the text, looking for evidence of the foxes’ reactions.
9. Draw lines to join groups of words 2d Question focus: explain and justify inferences with evidence from the text.
from the text to what they tell you. 2 marks Strategies:
The fox “snuffled The adult foxes The fox “snuffled The adult foxes • Carefully read the question, marking key words.
at the other remembered at the other remembered • Scan the text for each group of quoted words.
boxes”. each other. boxes”. each other. • For each group, carefully read the sentence in which it appears and think about
what you are being told.
“their noses The fox was “their noses The fox was • Carefully read the options in the question again, linking the words with their
touched” trying to find touched” trying to find meaning.
out what was out what was Award 2 marks for all four answers correct.
in the other in the other
Award 1 mark for two answers correct.
boxes. boxes.
The largest cub The cubs The largest cub The cubs
“trotted into one were playing “trotted into one played in
of the holes”. in an area of the holes”. an area
surrounded by surrounded by
bushes. bushes.
The cubs were The cub The cubs were The cub
“rolling and thought the “rolling and thought the
squirming in the hole was safe squirming in the hole was safe
undergrowth”. to go into. undergrowth”. to go into.
47
Unit 5 • FICTION
28/02/19 10:41 AM
• FICTIONUnit 6
FICTION
Theseus and the Minotaur/Odysseus and the Trojan Horse

Kate Ruttle/Damian Harvey
Key text features

The texts are both legends from Ancient Greece.
l The Teaching text is from Theseus and the Minotaur retold by Kate Ruttle.
l The Practice text is from Odysseus and the Trojan Horse retold by Damian Harvey.
Reading the Teaching text: Theseus and the Minotaur

l Ask the children if they know any legends from Ancient Greece. Remind them that
legends are generally based on real heroes, but have often evolved to include fictional
monsters and events. Clarify that there was no such place as Greece in Ancient times.
The country was divided into city states, each with its own ruler. The city states were
often at war.
l Ask the children if they have heard of the Minotaur. What do they know about it?
l Write the names ‘Theseus’ (/thee-see-us/) and ‘Ariadne’ (/a-ree-ad-nee/) the children
to see, and discuss pronunciation.
and ask them to reflect on whether any parts of the story might be based on the truth.
Reading the Practice text: Odysseus and the Trojan Horse

l Askthe children if they have heard the story of the wooden horse of Troy. What do they
know about it?
l Writethe name ‘Odysseus’ (/oh-dee-see-us/) for the children to see, and discuss
pronunciation.
Moving into writing

l Reread both text extracts.
l Explain to the children that they are going to complete one of the legends.
l Inpairs, ask the children to choose one of the stories and to research it so they know
how it concludes.
l Give them an opportunity to use drama to deepen their understanding of the events
and to develop an appropriate vocabulary.
l Still in their pairs, ask them to plan their story.
l Encourage each child to tell their story to a response partner and receive feedback
before writing.
l Give the children the opportunity to write their own version of one of the legends.

Unit 6 • FICTION
Q1: Why did the king of Athens send the young people away to be fed to the
Minotaur?
A1: He was trying to stop King Minos from declaring war on Athens.
Q2: What did Theseus intend to do?

A2: Kill the monster.
Q3: What did Ariadne want Theseus to do in return for her help?
A3: Help her to escape from the island.
Extending reading
Greek Myths for Young Children – Heather Amery
Greek Myths – Marcia Williams
A Child’s Introduction to Greek Mythology – Heather Alexander
Illustrated Stories from the Greek Myths – Usborne

Teaching text: Theseus and the Minotaur Cracking the questions
1. Look at the first paragraph. “peace offering” 2a Question focus: explain the meaning of words in context.
Find and copy two words that 1 mark Strategies:
mean a gift given to someone so
Unit 6 • FICTION
they won’t start a fight or continue • Carefully read the paragraph indicated, looking for two words with the
an argument. meaning given in the question.
2. The Minotaur was a dangerous • It ate people. 2b Question focus: identify key details from fiction.
monster. • It was fearsome. 1 mark Strategies:
Find evidence to support this • It “had the body of a strong man but the
statement. You do not have to copy head of a bull”.
words. • Carefully read that part of the text, considering the question.
3. The writer states that Theseus aggressive 2g Question focus: identify how meaning is enhanced through choice of words
“stormed at his father”. 1 mark and phrases.
How does this tell us he was Strategies:
feeling? • Carefully read the question, marking key words.
Choose one. • Scan the text, looking for the words in the question.
• Carefully read the sentences around the words, considering their impact
□ aggressive and thinking about why the writer chose to use them.
□ determined
□ excited
□ disappointed
4. Why did Ariadne vow to help Accept answer that recognises either of the 2d Question focus: make inferences from the text.
Theseus? following. 1 mark Strategies:
• She fell in love with him and did not want • Carefully read the question, marking key words.
the Minotaur to eat him. • Scan the text for the key word in the question.
• She thought that if she helped him, he
• Carefully read the sentences around the word, considering what they tell
would help her. you about Ariadne.
• Think about what you already know that might explain her actions.
28/02/19 10:41 AM
5. What did Ariadne expect Theseus Kill the Minotaur. 2e Question focus: predict what might happen from details stated and implied.
to do with the sword? 1 mark Strategies:
• Skim-read the text for an overall impression about the main ideas.
• Scan the text for information about the sword.
• Think about what you already know that might explain what Theseus
should do with the sword.
6. Choose which of the following facts The Minotaur ate people. T 2b Question focus: identify key details from fiction.
are true and which are false (see 2 marks Strategies:
right). The Minotaur lived in the palace. F
The Minotaur lived in Athens. F
• Think about each of the statements separately. Consider where in the text
The Minotaur had the head of a man you will find relevant information.
F
and the body of a bull. • Carefully read the relevant sections of the text to decide whether each
statement is true or false.
Award 2 marks for all four answers correct.
Award 1 mark for three answers correct.
51
Unit 6 • FICTION
28/02/19 10:41 AM
Unit 6 • FICTION
Odysseus and the Trojan Horse

Damian Harvey
1 The Ancient Greek commander Odysseus led his army to war with Troy.
2 The Greek army tried their best to climb the walls and to break
down the gates of the Trojan city, but it was no use. The walls
were too high and the gates were too strong. The Trojans fought
them off every time.
6 Odysseus paused for a moment. “We must get into the city,” he
thought. “But how can we do it?”
8 Then, clever Odysseus had an idea. “Build me a great wooden
horse,” he ordered. “And make it big enough for me and my men
to fit inside.”
11 No one really knew what Odysseus was up to, but for many
days and nights the Greeks worked hard to build a huge wooden
horse. When it was ready, Odysseus led his men inside. “Now we
will trick the Trojans,” he said.
15 The Greek armies burnt their camps and pretended to sail back
to Sparta, leaving only the wooden horse behind on the beach.
When the Trojans saw the Greeks sailing away they raced down
onto the beach.
19 They could hardly believe their eyes.
20 “We’ve won!” they cheered. “The Greeks have gone! And look,”
they cried, admiring the great wooden horse, “the Greeks have
left us a gift.”
23 Together, the Trojans pushed the horse up the beach and towards
the gates of Troy.
25 Inside, Odysseus and his men were keeping very quiet. “Don’t
make a sound,” hushed Odysseus. He knew that if the Trojans
heard them, his plan would fail.

Unit 6 • FICTION
Name: Class: Date:
1 Which word in the opening sentence tells you that Odysseus was in charge of the 2a
Greek army?
1 mark
2b
2 Why was the Greek army not able to win the fight against the Trojans?
1 mark
3 “Build me a great wooden horse.”

2a
Which word is “great” closest in meaning to? Tick one.
famous □ huge □ important □ wonderful □ 1 mark
4 Look at the paragraph beginning “No one really knew …”.
Find and copy one word that tells you that Odysseus has a plan that does not involve climbing
2b
the walls of Troy.
1 mark
2d
5 Why do you think the Greek armies burnt their camps and pretended to sail away?
1 mark
6 The Trojans were happy when they saw the Greeks sailing away.
2d
Find and copy one piece of evidence for this statement.
1 mark
7 Put one tick in each row of the table to show whether each statement is true or false.
True False
The city of Troy had high walls and strong gates.
The Greeks built the wooden horse in one night.
The Greeks left the wooden horse inside the city. 2b
The Trojans admired the horse.

2 marks
8 Number these events to show what Odysseus planned.
Greek soldiers hide inside the wooden horse.
Greek soldiers build a wooden horse.

2c
The Trojans push the wooden horse into the city.
The Greek army pretends to sail away. 1 mark
2e
9 What do you think Odysseus plans to do when the Trojans have taken the horse into the city?
1 mark

Practice text: Odysseus and the Trojan Horse Cracking the questions
1. Which word in the opening “commander” 2a Question focus: explain the meaning of words in context.
sentence tells you that Odysseus 1 mark Strategies:
was in charge of the Greek army?
Unit 6 • FICTION
• Carefully read the sentence indicated, looking for one word with the meaning
given in the question.
2. Why was the Greek army not The city of Troy had high walls and strong 2b Question focus: identify key details from fiction.
able to win the fight against the gates. 1 mark Strategies:
Trojans?
3. “Build me a great wooden horse.” huge 2a Question focus: explain the meaning of words in context.
Which word is “great” closest in 1 mark Strategies:
meaning to? Tick one. • Carefully read the question, marking key words.
□ famous • Scan the text, looking for the word.
• Carefully read the sentence containing the word, then identify a word in the
□ huge question with the same meaning.
□ important
□ wonderful
4. Look at the paragraph beginning “trick” 2b Question focus: identify key details from fiction.
“No one really knew …”. 1 mark Strategies:
Find and copy one word that tells • Carefully read the question, marking key words.
you that Odysseus has a plan that • Carefully read the paragraph indicated, considering the question.
does not involve climbing the walls
of Troy.
5. Why do you think the Greek armies Accept answers relating to the text. E.g. 2d Question focus: make inferences from the text.
burnt their camps and pretended • so the Trojans would think they had won 1 mark Strategies:
to sail away? the war • Carefully read the question, marking key words.
• so the Trojans would come out of their city • Scan the text for the information in the question.
• so the Trojans would be off their guard • Carefully read the sentences around the information given, considering the Greek
• so the Trojans would think the wooden army’s actions.
horse was a gift • Think about what you already know that might explain their actions.
28/02/19 10:41 AM
6. The Trojans were happy when they Accept one of: 2d Question focus: explain and justify inferences with evidence from the text.
saw the Greeks sailing away. • “they raced down onto the beach” 1 mark Strategies:
Find and copy one piece of • “They could hardly believe their eyes.” • Carefully read the question, marking key words.
evidence for this statement. • “‘We’ve won!’ they cheered.” • Skim-read the text for an overall feeling about the Trojans’ reactions.
• Scan the text, looking for evidence of the Trojans’ reactions.
• Carefully read those parts of the text, considering the question.
• Remember to give direct quotations from the text.
7. Put one tick in each row of the 2b Question focus: identify key details from fiction.
table to show whether each 2 marks Strategies:
True False True False • Think about each of the statements separately. Where in the text will you find
The city of Troy relevant information?
The city of Troy
had high walls and ✓ • Carefully read the relevant sections of the text to decide whether each statement
had high walls and
strong gates. is true or false.
strong gates.
The Greeks built the The Greeks built the
wooden horse in one wooden horse in one ✓ Award 1 mark for three correct answers.
night. night.
The Greeks left the The Greeks left the
wooden horse inside wooden horse inside ✓
the city. the city.
The Trojans admired The Trojans admired
✓
the horse. the horse.
8. Number these events to show what 2c Question focus: summarise main ideas from more than one paragraph.
Odysseus planned. 1 mark Strategies:
Greek soldiers hide inside the • Carefully read the question, marking key words.
□ Greek soldiers hide inside the
wooden horse. wooden horse. 2 • Scan the whole text for each of the events described.

□ Greek soldiers build a wooden Greek soldiers build a wooden horse. 1 • Number the events, then check your answer against the text.
horse. The Trojans push the wooden horse into

□ The Trojans push the wooden horse the city. 4
into the city.
The Greek army pretends to sail away. 3

□ The Greek army pretends to sail
away.
9. What do you think Odysseus plans • Fight/battle with the Trojans. 2e Question focus: predict what might happen from details stated and implied.
to do when the Trojans have taken • Sneak out of the wooden horse and 1 mark Strategies:
the horse into the city? overcome the Trojans.
• Skim-read the text for an overall impression about the main ideas.
• Scan the text for information about Odysseus’s plan.
55
Unit 6 • FICTION
• Think about what you already know that might explain what Odysseus plans to do.
28/02/19 10:41 AM
Unit 7
• FICTION
FICTION
The Enchanted Wood/The Minpins

Enid Blyton/Roald Dahl
Key text features

The texts are both extracts from adventure stories set in fantasy woods.
l The Teaching text is from The Enchanted Wood (the first book of The Magic Faraway
Tree series) by Enid Blyton.
l The Practice text is from The Minpins by Roald Dahl.
Reading the Teaching text: The Enchanted Wood

l Ask the children to think, pair, share what they know about woods and forests.
Encourage them to use a mind map to include and link a range of ideas, including
descriptive vocabulary.
l Ask the children if they have read any other books by Enid Blyton (e.g. series such
as The Famous Five, The Secret Seven or the Noddy books). Explain that she wrote
hundreds of children’s adventure and fantasy stories during her career, many during
the 1950s and 1960s.
l Access the Interactive Modelling Software for this unit. Read the extract to the children
and ask them to think about why the children in the story might feel the wood is magic.
different question types (pages 58–59).
Reading the Practice text: The Minpins

l Ask the children if they have read any other books by Roald Dahl, or seen films of his
books. What do they expect of a Roald Dahl book?
Moving into writing

l Reread the extracts, inviting the children to compare the woods. Which would they
rather be in? Why?
l Explain to the children that they are going to write their own story set in an enchanted wood.
l In groups, ask them to create a mind map exploring different ways in which the woods
might be enchanted (e.g. with monsters, talking animals, special kinds of trees and plants).
They should then suggest an adventure that could happen for each enchantment.
l In pairs, ask them to agree on how the wood they are going to write about will be
enchanted, and then create a story plan. Next, they should annotate their plan with
words to enrich description.
l Encourage each child to talk through their story ideas with a response partner and
receive feedback before writing.
l Give the children the opportunity to write their own story set in an enchanted wood.

Unit 7 • FICTION
Q1: What do the children have to cross to get into the wood?
A1: A (narrow) ditch
Q2: Why did Joe suggest that they shouldn’t go too far into the wood?
A2: Accept answers such as:
• This is the first time the children have been into the wood and they
do not want to get lost.
Strategy: Listen to the whole text again, thinking about why Joe made the
suggestion.
Q3: Do you think this wood would be a fun place for a picnic? Explain why.
A3: Accept answers that relate to the story. E.g.
• Yes. It sounds exciting./It has food (strawberries) growing in it./It feels
magic./It has good places to sit down.
• No. They do not know the wood so it might not be safe./The trees are
thick so it is dark.
Strategy: Listen to the whole text again, being alert for ideas about whether or not it
would be a good place for a picnic.
Extending reading
The Famous Five series – Enid Blyton
James and the Giant Peach – Roald Dahl
The Hodgeheg – Dick King-Smith
Isadora Moon Goes to the Fair – Harriet Muncaster
Dear Hound – Jill Murphy

Teaching text: The Enchanted Wood Cracking the questions
Question Answer CD/mark Useful strategies
1. “I feel as if there are adventures He likes adventures. 2d Question focus: make inferences from the text.
about,” said Joe. “Come on!” 1 mark Strategies:
What does this quotation tell you
Unit 7 • FICTION
about Joe? • Scan the text for the words in the question.
Choose one. • Carefully read the sentences around the words, considering what they tell you
about Joe.
□ He is scared of the woods. • Read the options in the question and tick the one that is closest to your
□ He thinks he is a hero. understanding.
□ He likes adventures.
□ He thinks it is dangerous.
2. Look at the paragraph beginning Accept: 2a Question focus: explain the meaning of words in context.
“One by one …”. • “peered about” 1 mark Strategies:
Find and copy one word or group • “dim” • Carefully read the question, marking key words.
of words that tell you that the • “Small freckles of sunshine” • Scan the paragraph indicated, looking for a word or group of words with this
woods were not brightly lit. meaning.
• Carefully reread the sentence containing the word(s) to check your response.
3. What made the path look as if it It was small and narrow. 2b Question focus: identify key details from fiction.
was made for rabbits? 1 mark Strategies:
• Scan the text for the information in the question.
• Carefully read the sentences around the information, considering the question.
28/02/19 10:42 AM
4. The writer describes the moss as Accept an answer that recognises that the 2g Question focus: identify how meaning is enhanced through choice of words and
being like “a green velvet cushion”. moss looks: 1 mark phrases.
How does this make the reader feel • comfortable/cosy Strategies:
about the moss? • rich/colourful soft/springy. • Carefully read the question, marking key words.
• Scan the text, looking for the information in the question.
• Carefully read the sentences around the information, considering their impact
and thinking about why the writer chose to use them.
5. The children were enjoying being in Accept any of: 2d Question focus: explain and justify inferences with evidence from the text.
the woods. • “I can feel magic about somewhere” 1 mark Strategies:
Find and copy one piece of • “their eyes shone with excitement” • Carefully read the question, marking key words.
evidence for this statement. • “I can see some wild strawberries!” • Skim-read the text for an overall feeling about the children’s experience.
• “Soon they were munching away • Scan the text, looking for evidence of their enjoyment.
happily” • Carefully read the sentences around the evidence.
• Remember to give direct quotations.
6. Number the events to show the 2c Question focus: summarise main ideas from more than one paragraph.
order in which the children did 1 mark Strategies:
them in this extract.
□ They went down a little They went down a little • Scan the whole text for each of the events described.
green path. green path. 2 • Number the events, then check your answer against the text.
□ They had their picnic. They had their picnic. 4
□ They jumped over a ditch. They jumped over a ditch. 1
□ They picked strawberries. They picked strawberries. 3
59
Unit 7 • FICTION
28/02/19 10:42 AM
Unit 7 • FICTION
The Minpins
Roald Dahl
1 Little Billy hesitated.

2 “I’m not nervous,” he said. “I’m not in the least bit nervous. Not
me.”
4 Very, very slowly, he walked forward into the great forest. Giant
trees were soon surrounding him on all sides and their branches
made an almost solid roof above his head, blotting out the sky.
Here and there little shafts of sunlight shone through gaps in the
roof. There was not a sound anywhere. It was like being among
the dead men in an enormous empty green cathedral.
10 When he had ventured some distance into the forest, Little Billy
stopped and stood quite still, listening. He could hear nothing.
Nothing at all. There was absolute silence.
13 Or was there?
14 Hold on just one second.
15 What was that?
16 Little Billy flicked his head round and stared into the everlasting
gloom and doom of the forest.
18 There it was again! There was no mistaking it this time.
19 From far away, there came a faint whoozing whiffling noise, like
a small gusty wind blowing through the trees.
21 Then it grew louder. Every second it was growing louder, and
suddenly it was no longer a small wind, it was a fearsome
swooshing whooshing
whiffling snorting noise
that sounded as though
some gigantic creature was
breathing heavily through
its nose as it galloped
towards him.
30 Little Billy turned and ran.

Unit 7 • FICTION
Name: Class: Date:
1 At the start of this extract, Little Billy was nervous.

2d
Explain this statement using ideas from the text. You do not have to copy words.
1 mark
2 Look at the paragraph beginning “Very, very slowly …”.
What does the phrase “blotting out” mean? Tick one. 2a
□ hiding
dimming □ mopping up □ spoiling □ 1 mark
3 Find and copy one word or group of words in the paragraph beginning “When he had
2b
ventured …” that tells you what Billy could hear.
1 mark
4 The writer describes the forest as like “being among the dead men”.
2g
How does this make you feel about the forest?
1 mark
5 “Or was there?
Hold on just one second.
What was that?”
Why does the writer use short paragraphs here? Tick one.
He is trying to describe something but he doesn’t know what it is. □

He is trying to explain something that is difficult to explain. □
He is trying to give the reader information about what Billy heard. □ 2f
He is trying to help the reader understand Billy’s frightened thoughts. □ 1 mark
6 The thing making the noise gets closer to Billy during this extract.
2d
Find and copy one group of words that is evidence for this statement.
1 mark

Unit 7 • FICTION
7 Number the events to show the order in which they happened in this extract.
Little Billy turned and ran.
Little Billy stopped and stood still.

2c
Little Billy walked into the great forest.
Little Billy heard a faint noise. 1 mark
8 Put one tick in each row to show whether each statement is true or false.
True False
The forest was light and airy.
The roof of the forest was high above Billy’s head.
Little Billy was enjoying his walk in the forest. 2b
At the end, Little Billy thought something was chasing him.

2 marks
9 Draw lines to join groups of words from the text to what they tell you.
“empty green cathedral” Billy was surrounded by the dark.

“everlasting gloom and doom” The sound was loud and scary.
2d
“like a small gusty wind blowing” Billy felt alone.
“a fearsome swooshing, whooshing, whiffling, There was a quiet, breathy sound. 2 marks
snorting noise”

Practice text: The Minpins Cracking the questions
1. At the start of this extract, Little • He hesitated before walking into the forest. 2d Question focus: explain and justify inferences with evidence from the text.
Billy was nervous. • The fact that he said “I’m not in the least 1 mark Strategies:
bit nervous” to himself shows that he was.
Explain this statement using ideas • Carefully read the question, marking key words.
from the text. You do not have to • He was walking very, very slowly when he
• Carefully read the section indicated, looking for evidence that Billy was
copy words. entered the forest.
nervous.
2. Look at the paragraph beginning hiding 2a Question focus: explain the meaning of words in context.
“Very, very slowly …”. 1 mark Strategies:
What does the phrase “blotting • Carefully read the question, marking key words.
out” mean? Tick one. • Scan the paragraph indicated, looking for the phrase.
□ dimming • Carefully read the sentence containing the phrase, then identify a word in
the question with the same meaning.
□ hiding
□ mopping up
□ spoiling
3. Find and copy one word or Accept any of: 2b Question focus: identify key details from fiction.
group of words in the paragraph • “nothing” 1 mark Strategies:
beginning “When he had • “Nothing at all” • Carefully read the question, marking key words.
ventured …” that tells you what • “absolute silence” • Carefully read the paragraph indicated, looking for the answer.
Billy could hear.
• Remember to find and copy, not paraphrase.
4. The writer describes the forest as Accept answers that recognise it is: 2g Question focus: identify how meaning is enhanced through choice of words
like “being among the dead men”. • scary 1 mark and phrases.
How does this make you feel about • threatening Strategies:
the forest? • like being in a cemetery.
• Scan the text, looking for the words in the question.
• Carefully read the sentences around the words, considering their impact and
thinking about why the writer chose to use them.
63
Unit 7 • FICTION
28/02/19 10:42 AM
5. “Or was there? He is trying to help the reader understand 2f Question focus: explain how narrative content is related and contributes to
Hold on just one second. Billy’s frightened thoughts. 1 mark meaning as a whole.
What was that?” Strategies:
Why does the writer use short • Carefully read the question, marking key words.
paragraphs here? Tick one. • Scan the text, looking for the paragraphs in the question.
Unit 7 • FICTION
• Carefully read the sentences around these paragraphs, considering their
□ He is trying to describe something impact and thinking about why the writer chose to write in this way.
but he doesn’t know what it is.
□ He is trying to explain something

that is difficult to explain.
□ He is trying to give the reader

information about what Billy
heard.
□ He is trying to help the reader

understand Billy’s frightened
thoughts.
6. The thing making the noise gets Accept any of: 2d Question focus: explain and justify inferences with evidence from the text.
closer to Billy during this extract. • “Then it grew louder.” 1 mark Strategies:
Find and copy one group of words • “Every second it was growing louder” • Carefully read the question, marking key words.
that is evidence for this statement. • “as it galloped towards him.” • Skim-read the text for an overall feeling about the thing making the noise.
• Scan the text, looking for evidence of it coming closer.
order in which they happened in 1 mark Strategies:
this extract.
□ Little Billy turned and ran. Little Billy turned and ran. 4 • Scan the whole text for each of the events described.
□ Little Billy stopped and stood still. Little Billy stopped and stood still. 2 • Number the events, then check your answer against the text.
Little Billy walked into the great
□ Little Billy walked into the great
forest. forest. 1
□ Little Billy heard a faint noise. Little Billy heard a faint noise. 3
28/02/19 10:42 AM
8. Put one tick in each row to show 2b Question focus: identify key details from fiction.
whether each statement is true or 2 marks Strategies:
false.
True False True False • Think about each of the statements separately. Consider where in the text
The forest was light ✓ you will find relevant information.
The forest was light
and airy. • Carefully read the relevant sections of the text to decide whether each
and airy.
The roof of the The roof of the ✓
forest was high forest was high Award 2 marks for all four answers correct.
above Billy’s head. above Billy’s head. Award 1 mark for three answers correct.
Little Billy was Little Billy was ✓
enjoying his walk in enjoying his walk in
the forest. the forest.
At the end, Little At the end, Little ✓
Billy thought Billy thought
something was something was
chasing him. chasing him.
9. Draw lines to join groups of words 2d Question focus: make inferences from the text.
from the text to what they tell you. 2 marks Strategies:
“empty green Billy was “empty green Billy was • Carefully read the question, marking key words.
cathedral” surrounded by the cathedral” surrounded by the • Scan the text for each group of words.
dark. dark. • For each group, carefully read the sentence in which it appears and think
“everlasting gloom The sound was “everlasting gloom The sound was about what you are being told.
and doom” loud and scary. and doom” loud and scary. • Carefully read the options in the question again, linking the words with
their meaning.
“like a small gusty Billy felt alone. “like a small gusty Billy felt alone.
wind blowing” wind blowing” Award 2 marks for all four answers correct.
“a fearsome There was a quiet, “a fearsome There was a quiet, Award 1 mark for two answers correct.
swooshing, breathy sound. swooshing, breathy sound.
whooshing, whooshing,
whiffling, snorting whiffling, snorting
noise” noise”
65
Unit 7 • FICTION
28/02/19 10:42 AM
Unit 8
• Non-Fiction
NON-FICTION
Mountains/Coasts
Ruth Thomson
Key text features

The texts describe different landscape features.
l The Teaching text is from Mountains by Ruth Thomson.
l The Practice text is from Coasts, also by Ruth Thomson.
Reading the Teaching text: Mountains

l Introducethe text by asking what the children know about mountains. Make a mind
map together to record their knowledge.
l Ask the children to generate questions about mountains that they hope the text will answer.
l Access the Interactive Modelling Software for this unit. Read the extract aloud.
l Once you have read the text, return to your questions to see which have been answered,
at least to some degree. Talk about other texts – both in print and online – you might
need to find to answer the other questions.
Reading the Practice text: Coasts

l Introduce the text and make another mind map to record the children’s prior
knowledge. Read the headings aloud to the children and ask them to generate
questions to be answered by the text.
Moving into writing

l Askthe children what they know about rivers. On a mind map, write headings from the
two texts and ask the children what information about rivers would be useful to record
against each heading.
l Give the children opportunities to research more about rivers, particularly considering
the headings you have recorded.
l Before they write their own texts about rivers, reread one of the texts here to help the
children to find language structures and a ‘voice’ for their text.

Unit 8 • Non-Fiction
Q1: What is a mountain, according to the text?

A1: “a very high hill” with steep and rocky sides (paragraph 1)
Strategy: Decide where in the text you will find the information. Listen carefully to
that part of the text.
Q2: What is the difference between the air at the top and the bottom of a
mountain?
A2: At the top, the air is clearer and it is “cold and windy” (paragraph 2).
Strategy: Decide where in the text you will find the information. Listen carefully to
that part of the text.
Q3: Why is information about volcanoes included in the text?

A3: Some mountains are volcanoes.
Strategy: Listen carefully to the part of the text that refers to volcanoes, while
considering the question.
Extending reading
What's Where in the World – Dorling Kindersley
Let's Explore ... Mountain – Lonely Planet Kids
First Encyclopedia of Seas and Oceans – Jane Chisholm

Teaching text: Mountains Cracking the questions
1. Suggest a heading for the first • What is a mountain? 2f Question focus: identify how information is related and contributes to meaning
paragraph of text. • Mountains 1 mark as a whole.
• Mountain Strategies:
• Carefully read the first paragraph and consider what its main purpose is.
• Look at other headings. What is their function? How do they relate to the
information that follows them?
• Write a heading that captures the idea of the information.
2. Write the meaning this text gives a group of mountains (that can “stretch for 2b Question focus: retrieve and record information.
for “mountain range”. hundreds of miles”) 1 mark Strategies:
• Scan the paragraph to look for information to include.
3. Draw a simple diagram of a Accept a simple diagram copied from the text. 2f Question focus: identify how information is related and contributes to meaning
volcano using information from the The crater and lava should be labelled. 2 marks as a whole.
text. Label the crater and lava. Other features may be included: plates/crust/ Strategies:
rock/magma/liquid rock. • Carefully read the question, marking key words.
• Carefully read the information, relating it to the diagram.
Award 1 mark for a simple diagram and 1 mark for accurate labels.
4. “The plates fit together like jigsaw because she is trying to help readers to 2g Question focus: identify how meaning is enhanced through choice of words
pieces.” (paragraph 4) imagine what the plates are like 1 mark and phrases.
Why do you think the writer Strategies:
included this information? • Carefully read the question, marking key words.
Choose one. • Consider where in the text to look for information.
• Scan the text for the quotation in the question.
□ because she has a jigsaw showing • Think about how the author’s choice of words helps you to understand what
the Earth’s plates
she is trying to say.
□ because the Earth’s plates are a
jigsaw
□ because she is trying to help

readers to imagine what the plates
are like
□ because the Earth’s crust is broken

into plates
28/02/19 10:42 AM
5. Complete this list of events using (b) Lava cools/hardens into rock. 2c Question focus: summarise main ideas from more than one paragraph.
information from the text: 1 mark Strategies:
How a mountain is formed from a • Carefully read the question, marking key words.
volcano: • Consider where in the text the answer will be.
(a) Magma erupts through a crack • Scan that part of the text, looking for the answer.
in the Earth’s crust.
(b)
(c) Layers of rock form a
cone-shaped mountain.
6. “Dust and smoke, and hot rocks They come out suddenly and powerfully. 2a Question focus: give the meaning of words in context.
called lava, burst into the air.” 1 mark Strategies:
(paragraph 7)
• Carefully read the question, marking key words. Read and remember the
In this sentence, “burst” is closest options.
in meaning to which option? • Consider where in the text the answer will be.
Choose one. • Scan that part of the text, looking for the words.
□ They trickle slowly. • Consider why the author chose these words.
• Reread the options in the question and choose the best one.
□ They are red, like balloons.
□ They come out gradually and
gently.
□ They come out suddenly and

powerfully.
69
28/02/19 10:42 AM
Coasts
Ruth Thomson
1 A coast is a place where the sea meets the land. In some places,
the coast is a sloping beach. In other places, the land ends with
high walls of rock. These are called cliffs.
4 Rock cliffs
Wind, rain and waves change the shape of the coast all the time.
Crashing waves slowly make the bottom of rocky cliffs crumble.
Waves wear away soft rock, making holes. These become caves or
arches.
9 Sand and dunes
Over millions of years, waves wear soft rocks into tiny grains of
sand. Some sandy beaches are made of crushed sea shells.
12 Some coasts are always windy. The wind dries the sand and blows
it behind the beach. The sand piles up into soft hills called dunes.
Marram grass is planted on sand dunes. Its long roots hold the
sand in place.
16 Sea birds and animals
Many sea birds nest and rest together on the ledges of rocky cliffs.
Here, they and their eggs are safe from hungry rats, snakes and
larger birds.
20 Seals and turtles are both born on beaches. They swim out to sea
soon after they are born. Seals come back on land to rest. They lie
in groups on rocks and sandbanks.
23 Harbours and ports
Before there were aeroplanes, people travelled across seas by
ship. They landed at harbours in deep, sheltered bays, where
their ships were safe from rough waves.
27 Today, ships mainly carry heavy goods. These travel in metal
containers. The containers are loaded and unloaded at big ports.
29 Protecting coasts
Some people use the sea as a dustbin. This is dangerous for sea
life. The waste often washes up onto the shore. Most waste is
plastic. It can float for thousands of miles before reaching land.
33 People must look after coasts, so that these are not spoiled forever.

Name: Class: Date:
1 Suggest a heading for the first paragraph of text. 2f
1 mark
2 Write the meaning this text gives for the word “coast”. 2b
1 mark
3 Draw a simple diagram of a sand dune

using information from the text. Label
2f
the sand dune and marram grass.
2 marks
4 a) Do you think wind or waves would be more likely to change the shape of the coast?
2h
b) Explain why.
1 mark
5 “waves wear soft rocks into tiny grains of sand.”
What does “wear” suggest about the process? Tick one.

2a
The rocks wear water, like clothes. □ Waves smash the rock. □
Waves slowly grind the rock. □ The rocks wear sand, like clothes. □ 1 mark
6 Complete this list of events explaining how a beach is formed using information from the text.
The wind dries the sand and blows it behind the beach.
2c
The sand piles up into soft hills called dunes.
Marram grass is planted on sand dunes. Its long roots hold the sand in place. 1 mark
7 Which reason is given in the text for the fact that ships today mainly carry heavy goods, rather
2b
than people?
1 mark
8 “Some people use the sea as a dustbin.” (paragraph 9)
Why do you think the writer used the word “dustbin”? Tick one.
because the sea is full of rubbish □

to show that some people don’t think about what they throw away and the harm it does □
2g
to show that the sea is really a dustbin □
to show that it is OK to throw rubbish into the sea □ 1 mark
2f
9 Which part of the text tells you about where people decided to build harbours?
1 mark

Practice text: Coasts Cracking the questions
1. Suggest a heading for the first • What is a coast? 2f Question focus: identify how information is related and contributes to meaning
paragraph of text. • What a coast is 1 mark as a whole.
• Coasts Strategies:
• Carefully read the first paragraph and consider what its main purpose is.
• Look at other headings. What is their function? How do they relate to the
information that follows them?
2. Write the meaning this text gives “a place where the sea meets the land” 2b Question focus: retrieve and record information.
for the word “coast”. (paragraph 1) 1 mark Strategies:
3. Draw a simple diagram of a sand Accept a simple diagram of a sand dune with 2f Question focus: identify how information is related and contributes to meaning
dune using information from the labels for the sand dune and marram grass. 2 marks as a whole.
text. Label the sand dune and Strategies:
marram grass.
• Consider where in the text to look for the answers.
• Carefully read the information, relating it to the diagram.
• Draw a simple diagram and write the labels.
Award 1 mark for a simple diagram and 1 mark for accurate labels.
4. (a) Do you think wind or waves Accept either answer as long as it is supported 2h Question focus: make comparisons within the text.
would be more likely to change the by an explanation. 1 mark Strategies:
shape of the coast? Wind • Carefully read the question, marking key words.
(b) Explain why. • The wind blows dry sand into dunes. • Consider where in the text to look for the answer.
• The wind blows the sand about. • Skim-read the relevant paragraphs to get an idea of what the text says.
Waves • Consider the answer to (a).
• The waves wear away at the soft rocks of • Carefully read the relevant part of the text to help you answer (b).
cliffs, to form caves and arches. Award 1 mark for a suitable explanation.
• The waves make rocky cliffs crumble.
5. “waves wear soft rocks into tiny Waves slowly grind the rock. 2a Question focus: explain the meaning of words in context.
grains of sand.” 1 mark Strategies:
What does “wear” suggest about • Carefully read the question, marking key words. Read and remember the
the process? Tick one. options.
□ The rocks are covered in water, like • Consider where in the text the answer will be.
wearing clothes. • Reread the options in the question and choose the best one.
• Scan that part of the text, looking for the words.
□ Waves smash the rocks. • Consider why the author chose these words.
□ Waves slowly grind the rocks.
□ The rocks are covered in sand, like
wearing clothes.
3/5/19 6:41 PM
wearing clothes.
6. Complete this list of events Waves wear soft rocks into tiny grains of sand. 2c Question focus: summarise main ideas from more than one paragraph.
explaining how a beach is formed 1 mark Strategies:
using information from the text.
• Consider where in the text the answer will be.
The wind dries the sand and blows • Scan that part of the text, looking for the answer.
it behind the beach.
The sand piles up into soft hills
called dunes.
Marram grass is planted on sand
dunes. Its long roots hold the sand
in place.
7. What reason is given in the text for There are aeroplanes that carry people. 2b Question focus: retrieve and record information.
the fact that ships today mainly 1 mark Strategies:
carry heavy goods, rather than
people?
8. “Some people use the sea as a to show that some people don’t think about 2g Question focus: identify how meaning is enhanced through choice of words
dustbin.” (paragraph 9) what they throw away and the harm it does 1 mark and phrases.
Why do you think the writer used Strategies:
the word “dustbin”? Tick one. • Carefully read the question, marking key words.
□ because the sea is full of rubbish • Consider where in the text to look for the answer.
• Carefully reread this part of the text, considering the writer’s viewpoint.
□ to show that some people don’t
think about what they throw away
and the harm it does
□ to show that the sea is really a

dustbin
□ to show that it is OK to throw
rubbish into the sea
9. Which part of the text tells you under the heading ‘Harbours and ports’ 2f Question focus: identify how information is related and contributes to meaning
about where people decided to (lines 24–26) 1 mark as a whole.
build harbours? Strategies:
73
28/02/19 10:42 AM
Unit 9
• Non-Fiction
NON-FICTION
From Spawn to Frog

Kate Ruttle
Key text features

Both texts are from From Spawn to Frog by Kate Ruttle.
l The Teaching text explains how the frogs lay their eggs.
l The Practice text explains how the spawn develops into a tadpole and finally a frog.
Reading the Teaching and Practice texts: From Spawn to Frog

l Introduce the text by showing the accompanying cover illustration and asking the
children whether they think this is a fiction or a non-fiction text. Discuss their responses.
l Explain that it is an explanation, following the growth from egg to frog.
l Access the Interactive Modelling Software for this unit. Read the text aloud and look
for features of explanation texts: its purpose is to explain how something happens; it is
written in the present tense; it contains connectives of time and sequencing (e.g. soon,
eventually, while).
l Once they have read the Practice text, remind the children that they are now going to
work independently to practise the strategies introduced during the teaching session.
Moving into writing

l Reread both texts.
l Ask the children to draw a flow diagram that shows what happens from egg to frog.
Point out the use of the headings in this process.
l Ask the children to research another life cycle (e.g. insect, bird) and to draw a flow
diagram to show how the creature develops.
l Reread these texts and revisit features of explanations.
l Ask the children to use their flow diagrams to write their own explanatory texts.

Q1: Where do you find frogspawn?

A1: In water or wet places
Q2: How are the eggs protected? Find two ways.

A2: “slippery mass of eggs” (paragraph 2)/”jellylike covering” (paragraph 3).
Q3: What does the embryo use for food while it grows?
A3: “the yolk” (paragraph 5)
Extending reading
Wild Things! Penguin in the Post – Lisa Regan
Dogs (A Pet's Life) – Anita Ganeri
Nibble’s Guide to Caring for Your Hamster – Anita Ganeri

Teaching text: From Spawn to Frog Cracking the questions
1. What is frog spawn? “[A floating] clump of eggs” (paragraph 1) 2b Question focus: retrieve and record information.
1 mark Strategies:

2. From the first section, find and • “clump” (paragraph 1) 2a Question focus: give the meaning of words in context.
copy a word that tells you that • “mass” (paragraph 1) 1 mark Strategies:
the eggs are together and not
separate.
• Scan the paragraph for words describing the eggs.
3. Why do eggs that are laid in a • A big ball of eggs is too large to be eaten. 2b Question focus: retrieve and record information.
big ball have a better chance of • It is a form of protection. 1 mark Strategies:
growing into frogs?
• Carefully read that paragraph, considering the question.
4. Choose the best heading for the Frogspawn 2c Question focus: summarise main ideas from more than one paragraph.
first three paragraphs. 1 mark Strategies:
□ Jelly babies • Carefully read the question, marking key words.
□ Cells • Carefully reread the opening three paragraphs of the text.
• Decide what the main idea of this part of the text is.
□ Frogspawn • Reread the proposed headings. Tick the one that best summarises the
□ Pond creatures content of these paragraphs and is in the style of other headings.
28/02/19 10:42 AM
5. “The mass of cells in the egg is There are lots of connected cells. 2a Question focus: give the meaning of words in context.
called an embryo.” 1 mark Strategies:
In this sentence, the word “mass” • Carefully read the question, marking key words.
is closest in meaning to which • Scan the paragraph for the words in the question.
option? Choose one. • Read the answer choices given.
□ a mess • Decide which one is closest in meaning.
□ There are lots of cells.

□ There are not many cells.
□ There are lots of connected cells.
6. The writer uses some less familiar • They are the most accurate words to use. 2g Question focus: explain how meaning is enhanced through choice of words and
words such as “cell” (paragraph 3) • The writer is teaching the reader the correct 1 mark phrases.
and “embryo” (paragraph 5). words. Strategies:
Why do you think the writer uses • It is so that the reader knows what the
these words? words mean.
• Skim-read the whole text while considering the question.
• Remember to give a reason for your decision. Base the reason on the text.
77
28/02/19 10:42 AM
From Spawn to Frog

1 The tadpole
Then the embryo leaves its jelly shell and attaches itself to a
weed in the water. It is now a tadpole – a baby frog. The tadpoles
are too small to swim away from this weed, which is now their
food as well as their home. They grow until they are big enough
and strong enough to break free from the weed and swim in the
water. They eat other weeds and small plants called algae.
8 The tadpole begins to change
After about five weeks, the tadpole begins to change. It starts
to grow hind legs. Behind its head, bulges appear where its
front legs are growing. Its tail becomes smaller. Lungs begin to
develop, preparing the frog for its life on land. Now and then,
the tadpole wiggles to the surface to breathe in air. It eats plants,
frogs’ eggs and other tadpoles.
15 Almost there
Over time, the tadpole becomes even more frog-like. It sheds its
skin and lips. Its mouth widens, and it loses its horny jaws. The
tail becomes much smaller, and the legs grow. The lungs are
almost functioning at this point.
20 The frog
Eleven weeks after the egg was laid, a
fully developed frog with lungs, legs,
and no tail emerges from the water.
To start with, it is very tiny, and is
called a froglet. This froglet will live
mostly on land, with occasional
swims. The tiny froglet begins to eat
insects and worms. Eventually, it
grows and becomes a big frog. It will
find a mate. The female lays the eggs
and the whole process begins again.

Name: Class: Date:
1 What does the text say a baby frog is called? 2b
1 mark
2 From the first section, find and copy a word that describes how the tiny tadpole first uses
2a
the weed.
1 mark
2b
3 Find and copy two things that the text says the tadpole eats.
1 mark
4 Tick the best heading for the first three paragraphs. Tick one.
2c
The embryo □ Tadpoles □
What tadpoles eat □ How frogs grow □ 1 mark
5 Write numbers to show the order in which this text describes how tadpoles begin to change.
2c
tail shrinks • lungs develop •
back legs grow • front legs grow • 1 mark
6 “Almost there” (paragraph 3). What is the function of this heading?

2f
1 mark
7 “The lungs are almost functioning at this point.” (paragraph 3)
In this sentence, the word “functioning” is closest in meaning to which option? Tick one.
2a
running □ watching
□
working □ solid
□ 1 mark
8 List two ways from the text that frogs are different from tadpoles.
2b
1 mark
9 Tick two sentences which you might find in a text like this.
Freddy the frog hopped happily across the lily pad. □

A tadpole breathes through gills in the side of its head. □
If you lick a frog every morning before breakfast, the day can only get better. □
2g
Day 74: One of the froglets left the pond today. □
Tadpoles swim by wiggling their tails. □ 1 mark

Practice text: From Spawn to Frog Cracking the questions
1. What does the text say a baby frog “tadpole” (also accept “froglet”) 2b Question focus: retrieve and record information.
is called? 1 mark Strategies:

2. From the first section, find and “attaches” 2a Question focus: give the meaning of words in context.
copy a word that describes how the Also accept “food” or “home”. 1 mark Strategies:
tiny tadpole first uses the weed.
3. Find and copy two things that the Accept any two of: 2b Question focus: retrieve and record information.
text says the tadpole eats. • “other weeds” 1 mark Strategies:
• “small plants” • Carefully read the question, marking key words.
• “other tadpoles” • Consider where in the text to look for the answer.
• “algae” • Carefully read that part of the text.
• “frogs’ eggs” • Use ideas in the text, not general knowledge.
Award 1 mark for two correct answers.
4. Tick the best heading for the first Tadpoles 2c Question focus: summarise main ideas from more than one paragraph.
three paragraphs. Tick one. 1 mark Strategies:
□ The embryo • Carefully read the question, marking key words.
• Carefully reread the opening three paragraphs of the text.
□ What tadpoles eat • Decide what the main idea of this part of the text is about.
□ Tadpoles • Reread the proposed headings. Tick the one that best summarises the
□ How frogs grow content of these paragraphs.
5. Write numbers to show the order 2c Question focus: summarise main ideas from more than one paragraph.
in which this text describes how 1 mark Strategies:
tadpoles begin to change.
□ tail shrinks 3 tail shrinks • Consider where in the text to look for the answer.
□ back legs grow 1 back legs grow • Carefully read that part of the text.
4 lungs develop Award 2 marks for all correct.
□ lungs develop
2 front legs grow Award 1 mark if two events are correctly sequenced.
□ front legs grow
28/02/19 10:42 AM
6. “Almost there” (paragraph 3). • It introduces the information in the 2f Question focus: explain how information is related and contributes to meaning
What is the function of this following paragraph. 1 mark as a whole.
heading? • It tells you it is nearly the end of the Strategies:
transformation process.
• Identify where the heading is in the text.
• Consider its function.
7. “The lungs are almost functioning working 2a Question focus: give the meaning of words in context.
at this point.” (paragraph 3) 1 mark Strategies:
In this sentence, the word • Carefully read the question, marking key words.
“functioning” is closest in meaning • Consider the meaning of the word and then of all the other words in the
to which option? Tick one. question.
□ running • Choose the word whose meaning is closest to the underlined word.
□ watching
□ working
□ solid
8. List two ways from the text that Accept any two of: 2b Question focus: retrieve and record information.
frogs are different from tadpoles. • Frogs have lungs/legs/no tail. 1 mark Strategies:
• Frogs live on land. • Carefully read the question, marking key words.
• Frogs eat insects and worms. • Consider where in the text the answer will be.
• Frogs lays eggs. • Scan that part of the text, looking for the answer.
• Remember to use ideas from the text, not general knowledge.
9. Tick two sentences that you might Tadpoles swim by wiggling their tails. 2g Question focus: explain how meaning is enhanced through choice of words and
find in a text like this. A tadpole breathes through gills in the side of 1 mark phrases.
□ Freddy the frog hopped happily its head. Strategies:

across the lily pad. • Carefully read the question, marking key words.
□ A tadpole breathes through gills in • Skim-read the whole text while considering the question.
the side of its head.
□ If you lick a frog every morning

before breakfast, the day can only
get better.
□ Day 74: One of the froglets left the

pond today.
□ Tadpoles swim by wiggling their

tails.
81
28/02/19 10:42 AM
Unit 10
• Non-Fiction
NON-FICTION
The World/The United Kingdom

Kate Ruttle
Key text features

Both of the texts are non-chronological report information texts linked to the geography
curriculum.
l The Teaching text is about the world.
l The Practice text is about the United Kingdom.
Reading the Teaching text: The World

l Introduce the text by asking the children what they remember about continents and
oceans.
l Talk about the title of the text. What do they think it will be about?
l Access the Interactive Modelling Software for this unit. Read the text aloud and ask the
children if they think their predictions were accurate.
Reading the Practice text: The United Kingdom

l Introduce the text by asking the children what they remember about the UK.
Moving into writing

l Give each group of children a different country to study and ask them to work in pairs
to find out interesting things about their country. Focus on countries which are linked, or
which can provide a contrasting location, to your current geography focus.
l Ask each pair to explain what they found out to their group.
l Revisit one of the model texts and discuss its layout.
l Ask the children to organise information under headings and to talk through a text.
l Alternatively,
let each group create a presentation using features of your IWB,
PowerPoint or any software presentation package. Ask each child to contribute to a
page and to orally deliver part of the presentation.

Q1: What does this text say a sea is?

A1: Parts of the oceans which are near to land
Strategy: Listen carefully for the word “sea”. Think about the information you are
given immediately after you first hear the word
Q2: Which are the two coldest oceans?

A2: The Arctic Ocean and the Southern Ocean
Strategy: Listen to the part of the text under the heading “Oceans”. You might want
to jot down the names you hear.
Q3: Why do you think this text has a glossary?

A3: To explain the meaning of some of the words people may not know and
understand
Strategy: Listen to the whole text, considering the question. Think about what you
already know about glossaries. Does that help you to answer the question?
Extending reading
Great Britain (Looking at Countries) – Jillian Powell
The United Kingdom (Popcorn: Countries) – Alice Harman
The Travel Book – Lonely Planet Kids
National Geographic Kids World Atlas – National Geographic

Teaching text: The World Cracking the questions
1. Which continent is not separated Antarctica 2b Question focus: identify key details from non-fiction
into lots of different countries? 1 mark • Carefully read the question, marking key words.
2. “the Arctic is made entirely of ice.” completely 2a Question focus: explain the meaning of words in context.
Which word has the same meaning 1 mark Strategies:

as “entirely ” in this sentence? • Carefully read the question, marking key words.
Choose one. • Consider where in the text to look for the words.
□ completely • Scan the text to find the sentence in the question.
• Carefully read that part of the text, thinking about what the word might
□ partly mean in this sentence.
□ thoroughly
□ utterly
3. (a) Which of the lines drawn on the (a) c 2d Question focus: make inferences from the text.
globe do you think represents the 1 mark • Carefully read the question, marking key words.
equator? Choose one. • Consider where in the text to look for the answer. Do not just use your
□ a existing general knowledge. Check in this text.
• Carefully read the paragraph to find the information you need.
□ b
□ c
□ d
(b) Find and copy a fact from the (b) a line across the middle of the world/a line 2b Question focus: identify key details from non-fiction
text which tells you how to find the around the fattest part of the globe 1 mark • Carefully read the question, marking key words.
equator. • Find the words in this text (not from general knowledge) that tell you where
the equator is.
4. Why do you think it might be hard In the dry season there may be no rain for 2d Question focus: make inferences from the text
to find water to drink all year round several months so it might be hard to find 1 mark Strategies:
in some countries near the equator? water to drink during those months.
• Carefully read that part of the text, thinking about the question and
looking for information that may be relevant.
28/02/19 2:19 PM
5. Match the climate with the place equator – wet season, dry season 2b Question focus: identify key details from non-fiction.
on the globe. North Pole – winter and summer 1 mark • Carefully read the question, marking key words.
South Pole – winter and summer • Consider where in the text to look for the answer. Do not just use your
existing general knowledge. Check in this text.
between the equator and the poles – spring,
• Carefully read the paragraph to find the information you need.
summer, autumn, winter
6. Choose which of the following Antarctica is not separated into F 2b Question focus: identify key details from non-fiction.
facts are true and which are false countries because it is very small. 2 marks • Carefully read the question, marking key words.
(see right). • Consider where in the text to look for the information about each sentence
The Arctic is not a continent because
T separately. Use the headings. Do not just use your existing general
there is no land under the ice.
knowledge. Check in this text.
You know when you are close to the • Carefully read the paragraph to find the information you need.
F
equator because you can see it.
Award 2 marks for all correct.
The South Pole is so cold because it is
T Award 1 mark for two or three correct.
a long way from the equator.
85
28/02/19 2:19 PM
The United Kingdom

1 The United Kingdom is also called the UK
and it is made up of four different countries:
England, Northern Ireland, Scotland and Wales.
Southern Ireland is a different country. Each
of the countries in the UK has many of its own
laws, made by its own parliament, but they
also share some of their laws.
8 Capital cities
Each of the four countries has its own capital
city which is where its parliament is. London
is the capital city in England, Edinburgh is
the capital of Scotland, Belfast is the capital
of Northern Ireland and Cardiff is the Welsh
capital city. London is the capital city for the UK because that is where the
UK parliament makes the shared laws as well as the English laws.
16 Language
The English language is spoken throughout the UK and all of the laws in
each of the countries are written in English. However, even in England,
not everyone speaks English. Many people in Cornwall, in the south-west
of England, speak an old language called Cornish. Some people in Wales,
Scotland and Northern Ireland also speak languages that were spoken in
those countries before English became the main language. Many people in
Wales speak the Welsh language, and it is taught in Welsh schools for those
who only speak English. Away from the big cities, in the north of Scotland
and in the mountains and the islands, people often speak the old Scottish
language called Gaelic. Scottish Gaelic is different from the Irish Gaelic
which is still spoken in parts of Northern Ireland, although more people in
Northern Ireland speak Irish.
29 Countryside
Although there are cities in all of the countries in the UK, there is also a lot
of countryside. All the countries have areas with hills and mountains, and
they all have forests, farming land, rivers and coasts. They all have areas
of countryside which are very beautiful.
34 Weather
All of the countries in the UK have the same four seasons: spring, summer,
autumn and winter, but the countries have slightly different weather.
Scotland is further north than England, so it is usually a bit colder and the
Scottish cities and mountains have more snow in winter than the English,
Welsh and Northern Irish cities and mountains. Wales and Northern Ireland
are in the west of the UK and those places usually have more rain than
places in the east of the UK.

Name: Class: Date:
1 Which countries are part of the United Kingdom? 2b
1 mark
2 What does the word “capital” tell you in the phrase “capital city”? Tick one.
2a
the name of a country □ the city where the parliament is □
the biggest city in a country □ the place where the queen lives □ 1 mark
2b
3 Why is London the capital city of the UK?
1 mark
4 Do you think most of the people who speak Gaelic in Scotland live in big cities?
□ No □
Yes
2d
Explain your answer using ideas from this text.
1 mark
5 Draw lines to match the languages spoken with the country.
Gaelic and English Wales

Irish and English Scotland
2b
Cornish and English Northern Ireland
Welsh and English England 2 marks
6 How is the weather in Scotland different from the weather in England, Northern Ireland
and Wales? Tick one.
2h
Scotland has four seasons. □ Scotland is usually a bit colder. □
Scotland is further north. □ Scotland has more rain. □ 1 mark
2b
7 Write a fact from the text about the weather of places in the west of the UK.
1 mark
2b
8 Find and copy two things that you can see in the countryside of all the countries in the UK.
1 mark
9 Put one tick in each row of the table to show whether the fact is true or false.
True False
All laws are the same in all parts of the UK.
Cardiff is Welsh for ‘Capital City’.
2b
Some people in Scotland speak Gaelic.
Scottish cities usually have more snow than Welsh cities. 1 mark

Practice text: The United Kingdom Cracking the questions
1. Which countries are part of the England, Scotland, Wales, Northern Ireland 2b Question focus: identify key details from non-fiction.
United Kingdom? (Do NOT accept Ireland) 1 mark Strategies:
2. What does the word “capital” tell It is the city where parliament is 2a Question focus: explain the meaning of words in context.
you in the phrase “capital city”? 1 mark Strategies:
Tick one.
□ the name of a country • Consider where in the text to look for the words.
□ the city where the parliament is • Scan the text to find the phrase in the question.
• Carefully read that part of the text, thinking about what the word might
□ the biggest city in a country mean in this phrase.
□ the place where the queen lives
3. Why is London the capital city of • It is where the UK parliament is. 2b Question focus: identify key details from non-fiction.
the UK? • It is where the shared laws are made. 1 mark Strategies:
• Consider where in the text to look for the answer. Use the headings.
4. Do you think most of the people No 2d Question focus: make inferences from the text.
who speak Gaelic in Scotland live in • It says Gaelic is spoken “away from the big 1 mark Strategies:
big cities? cities”. • Carefully read the question, marking key words.
Yes □ No □ • It says “in the mountains and the islands” • Consider where in the text to look for information. Use the headings.
Explain your answer using ideas and those are not in big cities. • Carefully read that part of the text, thinking about the question and looking
from this text. (Do not award the mark for ‘No’ unless the for information that may be relevant.
reason given is based on the text.)
28/02/19 2:19 PM
5. Draw lines to match the languages 2b Question focus: identify information.
spoken with the country. 2 marks Strategies:
Gaelic and English Wales Gaelic and English Wales • Carefully read the question, marking key words.
Irish and English Scotland Irish and English Scotland • Consider where in the text to look for the answer. Use the headings.
Cornish and English Northern Cornish and English Northern • Carefully read the paragraph to find your answer.
Ireland Ireland Award 2 marks for all correct.
Welsh and English England Welsh and English England Award 1 mark for two correct.
6. How is the weather in Scotland Scotland is usually a bit colder. 2h Question focus: make comparisons within the text.
different from the weather in 1 mark Strategies:
England, Northern Ireland and
• Carefully read the question, marking key words. Note this question begins
Wales? Tick one.
with ‘How’ not ‘Where’.
7. Write a fact from the text about They usually have more rain than places in the 2b Question focus: retrieve and record information.
the weather of places in the west east of the UK. 1 mark Strategies:
of the UK.
8. Find and copy two things that you Accept any two of: 2b Question focus: retrieve and record information.
can see in the countryside of all the • hills, mountains, forests, farming land, rivers 1 mark Strategies:
countries in the UK. and coasts. • Carefully read the question, marking key words.
9. Put one tick in each row of the 2b Question focus: identify key details from non-fiction.
table to show whether the fact is 1 mark Strategies:
true or false.
True False True False • Consider where in the text to look for the information about each sentence
separately. Use the headings. Do not just use your existing general
All laws are the same All laws are the same ✓
knowledge. Check in this text.
in all parts of the UK. in all parts of the UK. • Carefully read the paragraph to find the information you need.
Cardiff is Welsh for Cardiff is Welsh for ✓
Award 2 marks for all answers correct.
‘Capital City’. Capital City. Award 1 mark for two correct answers.
Some people in Some people in ✓
Scotland speak Gaelic. Scotland speak Gaelic.
Scottish cities usually Scottish cities usually ✓
have more snow than have more snow than
89
Welsh cities. Welsh cities.
28/02/19 2:19 PM
Unit 11
• NON-FICTION
NON-FICTION
Emergency Vehicles – Firefighters/Emergency Vehicles – Police

Chris Oxlade
Key text features

The texts are information report texts about emergency vehicles.
l TheTeaching text and the Practice text are both from is from Ten Fire Engines and
Emergency Vehicles by Chris Oxlade.
Reading the Teaching text: Emergency Vehicles – Firefighters

l Ask the children to think, pair, share what they know about fire engines and machines
that are used to fight fires. Record the children’s ideas on a mind map.
l Talk about fire safety. What can they do to prevent starting a fire and what should they
do if they witness a fire?
l Discuss the difficulties and dangers of the role of firefighters (e.g. inaccessible fires,
burns, smoke inhalation). Ask the children if they know any machines or equipment
firefighters can use to help to overcome these difficulties and dangers.
and ask them to compare what they already knew with the information in the extract.
Reading the Practice text: Emergency Vehicles – Police

l Discuss the types of vehicles and equipment police officers use. Explore the reasons why
police officers need different kinds of vehicles and equipment.
Moving into writing

l Reread both texts.
l Explain to the children that they are going to write a similar text about other emergency
vehicles (e.g. ambulances, coastguard helicopters, airport fire engines, army emergency
vehicles).
l Together, discuss what might be important in an emergency vehicle (e.g. speed of
response, durability, controllability, safety for the operators).
l In groups, ask the children to design their own emergency vehicle, thinking about
different jobs you might want it to perform and the features you identified together.
l In pairs, ask the children to draw and label their vehicle, adding notes of useful features.
l Encourage each child to tell a response partner what they plan to write and receive
feedback before writing.
l Give the children the opportunity to write their own emergency vehicle text.

Unit 11 • NON-FICTION
Q1: Why does the Rosenbauer Raptor need stabilisers?

A1: So it doesn’t topple over
Q2: Why might it be important that the DOK-ING MVF-5 is very tough?
A2: It can go into dangerous situations./It might run over a mine.
Q3: When might the operators of the DOK-ING MVF-5 use the gripper?
A3: If something needs to be grabbed and dragged away from danger
Extending reading
Supercars – Rob Coulson
Cars, Trains, Ships and Planes: A Visual Encyclopedia of Every Vehicle – Dorling
Kindersley
The Big Book of Things That Go – Dorling Kindersley
Outdoor Maker Lab – Robert Winston
My Book of Bike Activities – Catherine Bruzzone
On Your Bike – Sir Chris Hoy

Teaching text: Emergency Vehicles – Firefighters Cracking the questions
1. Look at the first paragraph. pull 2a Question focus: explain the meaning of words in context.
What does the word “pluck” mean? 1 mark Strategies:
Choose one. • Carefully read the question, marking key words.
• Scan the paragraph indicated, looking for the word.
□ collect • Carefully read the sentence containing the word, then identify a word in the
□ courage question with the same meaning.

□ protect
□ pull
2. Find and copy one thing Accept either: 2b Question focus: identify key details from non-fiction.
firefighters do in the aerial ladder • “spray water”(onto a fire) 1 mark Strategies:
cage. • “rescue people” (in danger) • Carefully read the question, marking key words.
3. “It takes just 60 seconds …” • It is quick. 2g Question focus: identify how meaning is enhanced through choice of words
What does the word “just” tell you • It is a surprise that it is so quick. 1 mark and phrases.
about the time it takes to raise the Strategies:
ladder? • Carefully read the question, marking key words.
• Scan the text, looking for the quotation.
• Carefully read the quotation in its context, thinking about what the
implications of the word “just” are.
4. A robot firefighting vehicle is Accept any of: 2d Question focus: explain and justify inferences with evidence from the text.
sometimes better than a fire • It is “tough enough to keep on working even 1 mark Strategies:
engine. if it runs over a mine!” • Carefully read the question, marking key words.
Find and copy one piece of • It “can push objects that weigh up to nine • Skim-read the text for an overall feeling about why a robot firefighting
evidence for this statement. tonnes out of its way”. vehicle is sometimes better.
• It “can grab and drag objects away from • Scan the text, looking for reasons given.
danger”. • Remember to give direct quotations from the text.
• “This mini, fireproof machine is operated by
remote control.”
28/02/19 10:42 AM
5. What does the dozer blade do? It can push objects out of the way. 2b Question focus: identify key details from non-fiction.
1 mark Strategies:
6. Write ‘R’ if the statement is 2h Question focus: make comparisons within the text.
true for the Raptor or ‘M’ if the 2 mark Strategies:
statement is true for the DOK-ING
MVF-5.
• Think about each of the statements separately. Consider where in the text
It has a rescue cage. It has a rescue cage. R you will find relevant information.
It is operated by remote It is operated by remote • Carefully read the relevant sections of the text to decide which vehicle each
M statement applies to.
control. control.
It is 12 metres long. It is 12 metres long. R Award 2 marks for all four answers correct.
It has a gripper to drag It has a gripper to drag Award 1 mark for three answers correct.
M
objects from danger. objects from danger.
93
28/02/19 10:42 AM
Emergency Vehicles – Police
Chris Oxlade
POLICE SUPERBIKE
A POLICE SUPERBIKE is a super-fast road and smooth, streamlined bodies that get them up to top
motorcycle. Nobody can escape a police officer speed in a flash! The lightning-fast BMW S1000RR (known as
riding one of these. the ‘RR’) is BMW’s fastest motorcycle. It is ridden by police
Superbikes are the fastest road motorcycles on the planet. traffic officers in the USA and the UK. The BMW S1000RR can
They are lightweight but have hugely powerful engines, go from 0–60 kilometres per hour in 2.6 seconds!
The first RR bikes were ridden by Rubén ‘Spiderman’ FACTFILE: BMW S10000RR
Xaus in the 2009 Superbike World Championships for
the BMW Motorrad team. l Length: 2 metres
l Weight: 183 kilogrammes
The ABS (Anti-lock Braking System) helps a rider l Top speed: Over 200 kilometres per hour
keep control when braking at high speed or in l Engine power: 193 horsepower
slippery conditions. l Engine size: 1 litre
POLICE SQUAD SUPERCARS

Some police officers are very lucky. They get to the incredible LAMBORGHINI HURACÁN LP610-4 POLIZIA.
drive the fastest police cars! The luckiest of all get Lamborghini – one of Italy’s most famous supercar makers –
to drive POLICE SQUAD SUPERCARS. gave this one-off car to the Italian police force as a gift. The
Italian police force once had a Lamborghini Gallardo, but an
Police officers sometimes need to drive fast to chase
speedy suspects trying to escape. This sleek squad car is officer crashed it into a line of parked cars! The Lamborghini
Hurácan LP610-4 replaced the Gallardo.
A warning light bar sits on the police FACTFILE: LAMBORGHINI HURÁCAN LP610-4 POLIZIA
car’s roof. The warning lights have
super-bright blue and red LEDs. l Length: 4.5 metres
l Top speed: 323 kilometres per hour
The car’s streamlined body has a l Engine power: 602 horsepower
smooth shape. This allows it to cut l Width: 1.9 metres
through the air at top speed. l Engine size: 5.2 litres
You may photocopy this page
28/02/19 10:42 AM
Name: Class: Date:
1 Look at the first paragraph. Find and copy one word that means the same as very. 2a
1 mark
2 Find and copy two things that make the superbike so fast.
2b
1 mark
3 “… that get them to top speed in a flash!”

2g
What do the words “in a flash” help the reader to understand?
1 mark
2d
4 Why do you think the police need to have ABS fitted on their superbikes?
1 mark
5 “Police officers sometimes need to drive fast”

2b
Find and copy one piece of evidence for this statement.
1 mark
2b
6 What happened to the Lamborghini Gallardo?
1 mark
7 The text talks about “superbikes” and “supercars”.

a) What makes these vehicles “super”?
2g/2d
b) Why do the police need them?
2 marks
8 Tick to show whether each statement is true for the police superbike or supercar.
One statement refers to both vehicles.
Bike Car
It has an LED light bar.

It has a streamlined shape.
2h
It has a top speed of over 200 kilometres per hour.
It has a top speed of over 300 kilometres per hour.
2 marks
9 Why did the author include pictures? Tick one.

to make the text look more interesting □
to show the reader what the vehicles look like □
2f
to show how fast the vehicles are □
to give new information about the vehicles □ 1 mark

Practice text: Emergency Vehicles – Police Cracking the questions
1. Look at the first paragraph. “super” 2a Question focus: explain the meaning of words in context.
Find and copy one word that 1 mark Strategies:
means the same as very. • Carefully read the question, marking key words.
• Scan the paragraph indicated, looking for a word that means the same as very.
• Carefully read the sentence containing the word, checking that this word has the
same meaning as the word in the question.

2. Find and copy two things that Accept any two of: 2b Question focus: identify key details from non-fiction.
make the superbike so fast. • “lightweight” 1 mark Strategies:
• “hugely powerful engines” • Carefully read the question, marking key words.
• “smooth, streamlined bodies” • Carefully read the text, looking for the features that make the bike so fast.
3. “… that get them to top speed in a The bikes are quick. 2g Question focus: identify how meaning is enhanced through choice of words and
flash!” 1 mark phrases.
What do the words “in a flash” help Strategies:
the reader to understand? • Carefully read the question, marking key words.
• Scan the text, looking for the quotation.
• Carefully read the quotation in its context, thinking about the implications of the
phrase “in a flash”.
4. Why do you think the police Police officers sometimes have to ride very fast 2d Question focus: make inferences from the text.
need to have ABS fitted on their and need to keep control when they brake at 1 mark Strategies:
superbikes? high speed or when it is slippery.
• Scan the text, looking for information about ABS.
• Consider the implications of ABS and why police officers might need it.
5. “Police officers sometimes need to “to chase speedy suspects” (trying to escape) 2b Question focus: identify key details from non-fiction.
drive fast” 1 mark Strategies:
Find and copy one piece of • Carefully read the question, marking key words.
evidence for this statement. • Scan the text, looking for the quotation.
6. What happened to the “An officer crashed it into a line of parked 2b Question focus: identify key details from non-fiction.
Lamborghini Gallardo? cars!” 1 mark Strategies:
• Scan the text, looking for the name of the car.
• Carefully read the sentences around it to find out what happened.
28/02/19 10:42 AM
7. The text talks about “superbikes” (a) They are very fast. 2g/2d Question focus: identify how meaning is enhanced through choice of words and
and “supercars”. (b) Accept answers that recognise: 2 marks phrases/make inferences from the text.
(a) What makes these vehicles • Police need to get to emergencies Strategies:
“super”? quickly. • Carefully read the question, marking key words.
(b) Why do the police need them? • Police need fast vehicles to catch • Scan the text, looking for the word “super”. Consider the impact of the word.
criminals/suspects. • Skim-read the text, thinking about why the police might need super-vehicles.

8. Tick to show whether each 2h Question focus: make comparisons within the text.
statement is true for the police 2 marks Strategies:
superbike or supercar. One
statement refers to both vehicles.
• Think about each of the statements separately. Consider where in the text you
Bike Car Bike Car will find relevant information.
• Carefully read the relevant sections of the text to decide which vehicle each
It has an LED light It has an LED light
✓ statement applies to.
bar. bar.
• One of the statements applies to both vehicles.
It has a streamlined It has a streamlined
✓ ✓ Award 2 marks for all four answers correct.
shape. shape.
It has a top speed of It has a top speed of Award 1 mark for three answers correct.
over 200 kilometres over 200 kilometres ✓
per hour. per hour.
It has a top speed of It has a top speed of
over 300 kilometres over 300 kilometres ✓
per hour. per hour.
9. Why did the author include to show the reader what the vehicles look like 2f Question focus: identify how information is related and contributes to meaning as a
pictures? 1 mark whole.
Tick one. Strategies:
□ to make the text look more • Carefully read the question, marking key words.
interesting • Skim-read the whole text to get an overall understanding.
• Consider how the pictures enhance the text. What additional information do they
□ to show the reader what the give?
vehicles look like
□ to show how fast the vehicles are

□ to give new information about the
vehicles
97
28/02/19 10:42 AM
Unit 12
• NON-FICTION
NON-FICTION
Cornish Holiday Blog/

Ken’s Summer Holidays on the Isle of Mull – Day 3
Kate Ruttle
Key text features

Both texts are recount texts, written as holiday blogs.
l The Teaching text is Cornish Holiday Blog by Kate Ruttle.
l The Practice text is Ken’s Summer Holidays on the Isle of Mull – Day 3 by Kate Ruttle.
Reading the Teaching text: Cornish Holiday Blog

l Talk about blogs. Explain or clarify that they are generally set up by individual people or small
groups to share their ideas, opinions and experiences. Some people use them as diaries.
l Show the children a map of the UK and identify Cornwall and Newquay on the southern
coast of England.
l Ask if any of the children have ever been on holiday in Cornwall. Encourage them to
share their experiences. Ask the children to predict what kinds of activities people might
do on the Cornish coast in summer.
l Access the Interactive Modelling Software for this unit. Read the extract to the children
and ask them to compare the activities they predicted with those mentioned in the
blog. Were their predictions correct?
Reading the Practice text: Ken’s Summer Holidays on the

Isle of Mull – Day 3
l Show the children a map of the UK and identify the Isle of Mull off the west coast of
Scotland. Ask the children to predict what kind of wildlife they might see there. What
other activities might people do?
Moving into writing

l Reread both texts, exploring the style of language used and personal opinions given in
the blog.
l Explainto the children that they are going to write their own blog entry about an
experience they have had.
l Demonstrate planning a blog, listing key events to include and noting down some ideas
for vocabulary before asking the children to plan their own blog.
l Ideally,
the children should create and edit their blog by word-processing. Encourage
them to work with a response partner to improve their work.
l If possible, publish the children’s blogs on your class/school website.

Q1: Give two reasons why the family came to Cornwall.

A1: To see dolphins and to go surfing
Q2: What do you think an “ocean safari” is?

A2: A trip out to sea to look at wildlife
Q3: What do you think the writer will remember most from the ocean safari?
A3: Seeing the dolphins jumping, diving and playing
Strategy: Listen to the whole text again, thinking about the most memorable events.
Extending reading
Travel blogs such National Geographic for Kids (www.natgeokids.com)
The Travel Book – Lonely Planet
I Spy at the Seaside – Collins
A Whale of a Tale – Bonnie Worth
Ocean: A Children’s Encyclopedia – Dorling Kindersley

Teaching text: Cornish Holiday Blog Cracking the questions
1. Look at the first paragraph. “famous” 2a Question focus: explain the meaning of words in context.
Find and copy a word that means 1 mark Strategies:
the same as well-known. • Carefully read the question, marking key words.
• Carefully read the paragraph indicated, looking for a word with the same
meaning as that given in the question.
2. Why did the writer keep her She wanted to see dolphins. 2b Question focus: identify key details from non-fiction.
fingers crossed? 1 mark Strategies:
3. “No sooner had we left the They saw the dolphins early in their trip. 2g Question focus: identify how meaning is enhanced through choice of words
harbour than we could see shapes 1 mark and phrases.
swimming in the sea.” Strategies:
What did the writer use the words • Carefully read the question, marking key words.
“no sooner than” to show? • Scan the text, looking for the sentence in the question.
Choose one. • Carefully read the nearby sentences, considering the impact of the words
“no sooner than” and thinking about why the writer chose to use them.
□ The dolphins were near the boat
when they boarded it.
□ They did not see anything when

they were in the harbour.
□ They saw the dolphins early in

their trip.
□ It took a long while before they

saw the dolphins.
28/02/19 10:42 AM
4. Why did everyone cheer when the They were all pleased/excited to 2d Question focus: make inferences from the text.
first dolphin jumped up? see the dolphin out of the water. 1 mark Strategies:
• Consider where in the text you will find this information.
5. The writer really wanted to see Accept any two of: 2d Question focus: explain and justify inferences with evidence from the text.
dolphins. • “but for me it was all about the dolphins” 2 marks Strategies:
Find and copy two pieces of • “I kept my fingers crossed we’d see dolphins • Carefully read the question, marking key words.
evidence for this statement. too” • Scan the text looking for evidence that the writer wanted to see dolphins.
• “I wanted to see dolphins leaping and • Carefully read the sections you identify, looking for evidence you can quote.
playing” • Remember to give direct quotations from the text.
• “It was a dream come true!”
• “We had seen my dolphins.” Award 1 mark for each piece of evidence quoted, up to a total of 2 marks.
6. Number these things to show the 2c Question focus: summarise main ideas from more than one paragraph.
order the writer saw them. 1 mark Strategies:
□ catamaran catamaran 1 • Carefully read the question, marking key words.
□ dolphins jumping dolphins jumping 3 • Scan the whole text for each of the events described.
ghost-like shapes 2 • Number the events, then check your answer against the text.
□ ghost-like shapes
□ seals on rocks seals on rocks 4
101
28/02/19 10:42 AM
Ken’s Summer Holidays on the Isle

of Mull – Day 3
1 Today we went on a sea trip. It was awesome! We were lucky that
it was a calm day so Callum didn’t get seasick. Yesterday it was
windy and so we probably couldn’t have gone on a boat, but today
the weather was perfect.
5 We left from Tobermory (the main town on the island). The boat
was called Silver Swift. It wasn’t very big but we weren’t sleeping
on it, so it didn’t matter. We even had to bring our own picnic,
although you could buy hot drinks and snacks on board. Even
though it was sunny and warm, Dad made us take jumpers and
kagouls because he said it would be cold out on the open sea. At
first, we laughed at him, but unfortunately he was right. After
an hour, both Callum and I reluctantly pulled on our jumpers.
It wasn’t worth being cold just to prove Dad wrong! We saw lots
of seals. They did look funny, bobbing up and down in the water.
When they bark, they sound like dogs. We had great fun trying to
spot a new seal before anyone else in the family.
17 But then someone shouted from the
other side of the boat. We rushed
across to see what the fuss was
about and saw a whale’s spout. We
watched it for a while as it blew
water from its blowhole, then it
dived back under the water. A real
live whale! We thought that was it
… but suddenly it leaped. Someone
said it was a minke (say min-key)
whale. They say that minke whales
are small whales but I’ll tell you
that when it jumped, it didn’t look
small!!! It made a huge splash as it
belly-flopped back into the water. It
was so close that we all got soaked. Dad took this photo of the whale as it
jumped!
When we left the cottage this
morning, we hoped to see seals and
maybe dolphins. But we saw a WHOLE WHALE!!!!
BEST DAY EVER.

Name: Class: Date:
1 Look at the first paragraph.

2a
Find and copy one word that means the same as good.
1 mark
2b
2 Why would the family not have gone on a boat the day before?
1 mark
3 Find and copy two things that you learned about the boat they travelled on.
2b
1 mark
2d
4 Why were the boys reluctant to put their jumpers on?
1 mark
5 “It made a huge splash as it belly-flopped back into the water.”
Ken could have said it landed. Why did he use the word “belly-flopped”?
Tick one.
It helps the reader to understand what he saw. □
People splash when they do belly-flops. □
2g
Belly-flops are painful, so the whale must have been hurt. □
The reader needs to know the whale landed on its belly. □ 1 mark
6 Ken enjoyed the day.
Find and copy two pieces of evidence for this statement.

2b
2 marks
7 Fill in the gaps in this sentence.
The family hoped to see 2h
but instead they saw . 1 mark
2f
8 Why does Ken use capital letters at the end of his blog?
2 mark
9 Number these things to show the order in which Ken saw them.
whale jumping • Silver Swift • 2c
seals bobbing • whale blowing water • 1 mark

Practice text: Ken’s Summer Holidays on the Isle of Mull – Day 3 Cracking the questions
1. Look at the first paragraph. Accept either of: 2a Question focus: explain the meaning of words in context.
Find and copy one word that • “awesome” 1 mark Strategies:
means the same as good. • “perfect” • Carefully read the question, marking key words.
2. Why would the family not have • “it was windy” 2b Question focus: identify key details from non-fiction.
gone on a boat the day before? • Callum would have been seasick. 1 mark Strategies:
• Scan the text, looking for information about the day before.
• Carefully read the nearby sentences, looking for reasons why they couldn’t have
gone on a boat.
3. Find and copy two things that Accept any two of: 2b Question focus: identify key details from non-fiction.
you learned about the boat they • It was called Silver Swift. 1 mark Strategies:
travelled on. • It was not very big. • Carefully read the question, marking key words.
• “you could buy hot drinks and snacks • Scan the text, looking for the information about the boat.
on board” • Remember to find and copy, not paraphrase.
4. Why were the boys reluctant to put They didn’t want Dad to be right after they 2d Question focus: explain and justify inferences with evidence from the text.
their jumpers on? had laughed at him. 1 mark Strategies:
Also accept: • Carefully read the question, marking key words.
They did not think it would be cold. • Scan the text, looking for information about the boys wearing their jumpers.
• Consider the implications of them putting their jumpers on when they had
laughed at Dad earlier.
5. “It made a huge splash as it It helps the reader to understand what he saw. 2g Question focus: identify how meaning is enhanced through choice of words and
belly-flopped back into the water.” 1 mark phrases.
Ken could have said it landed. Why Strategies:
did he use the word “belly-flopped”? • Carefully read the question, marking key words.
Tick one. • Scan the text, looking for the sentence in the question.
• Carefully read the nearby sentences, considering the impact of the word
□ It helps the reader to understand “belly-flopped” and thinking about why the writer chose to use it.
what he saw.
□ People splash when they do

belly-flops.
□ Belly-flops are painful, so the whale

must have been hurt.
□ The reader needs to know the

whale landed on its belly.
28/02/19 10:42 AM
6. Ken enjoyed the day. Accept any two of: 2b Question focus: identify key details from non-fiction.
Find and copy two pieces of • “It was awesome!” 2 marks Strategies:
evidence for this statement. • “We had great fun” • Carefully read the question, marking key words.
• “BEST DAY EVER.” • Scan the text for evidence that Ken enjoyed the day.
• Carefully read near the parts of the text you identified, considering the question.
7. Fill in the gaps in this sentence. The family hoped to see seals and dolphins 2h Question focus: make comparisons within the text.
The family hoped to see but instead they saw seals and a whale. 1 mark Strategies:
but instead • Carefully read the question, marking key words.
they saw . • Scan the text for information about what the family hoped to see and what they
did see.
• Carefully reread the parts of the text with the information and compare them.
8. Why does Ken use capital letters at • for emphasis 2f Question focus: identify how information is related and contributes to meaning as a
the end of his blog? • to show how excited he was 1 mark whole.
Strategies:
• Scan the identified section of the text looking for capital letters.
• Consider how the capital letters enhance the text: what additional information do
they give?
9. Number these things to show the 2c Question focus: summarise main ideas from more than one paragraph.
order in which Ken saw them. 1 mark Strategies:
□ whale jumping whale jumping 4 • Carefully read the question, marking key words.
□ seals bobbing seals bobbing 2 • Scan the whole text for each of the events described.
Silver Swift 1 • Number the events, then check your answer against the text.
□ Silver Swift
□ whale blowing water whale blowing water 3
105
28/02/19 10:42 AM
Unit 13
• NON-FICTION
NON-FICTION
Rosa Parks/Mary Seacole

Kate Ruttle
Key text features

Both texts are biographical and feature black women who played an important role in
history.
l The Teaching text is Rosa Parks, written by Kate Ruttle.
l The Practice text is Mary Seacole, written by Kate Ruttle.
Reading the Teaching text: Rosa Parks

l Ask
the children if they know anything about Rosa Parks, Martin Luther King Jr or the
American civil rights movement.
l Introduce key ideas, e.g. until the 1960s, segregation meant that the best schools,
houses, restaurants, cinemas, and so on, were not accessible to people who did not have
white skin. Encourage the children to reflect and comment on this idea.
and ask them to reflect on Rosa Parks’ actions.
Reading the Practice text: Mary Seacole

l Askthe children if they have heard of Mary Seacole or Florence Nightingale. Encourage
them to share what they already know.
l Show the children a world map. Point to Crimea, Turkey and Jamaica so they have an
understanding of the relative location of each country.
Moving into writing

l Reread the text about Mary Seacole.
l Explainto the children that they are going to write a similar text about Florence
Nightingale (or another person from a period in history you are studying).
l Ingroups, ask the children to research Florence Nightingale: who she was, when and
where she lived, and what she is remembered for. Encourage them to record notes on a
mind map to organise the information they find.
l In pairs, ask the children to select the information they want to include and begin to
plan their writing.
l Encourage each child to explain to a response partner what they plan to write and
receive feedback before writing.
l Give the children the opportunity to write their text.

Q1: Why do you think Rosa Parks did not move when she was asked to?
A1: Accept answers relating to the text. (E.g. She was tired./She was sitting in
the right place./She did not see why she should.)
Q2: Why do you think some bus companies went out of business during the
Montgomery bus protest?
A2: Their customers were walking instead of taking the bus.
Q3: What did Rosa Parks do to be remembered as a woman who wanted to be

free and wanted other people to be free?
A3: She did not follow the rules./She did not accept that she should give up her
seat to a white man.
Strategy: Listen to the whole text again, considering the question.
Extending reading
Fantastically Great Women Who Changed the World – Kate Pankhurst
Mary Seacole … and the Crimean War – Sarah Ridley
Rosa Parks – Lisbeth Kaiser
Grandad Mandela – Zindzi Mandela et al
Young, Gifted and Black – Jamia Wilson

Teaching text: Rosa Parks Cracking the questions
1. Look at the first paragraph. “laws” 2a Question focus: explain the meaning of words in context.
means the same as rules. • Carefully read the question, marking key words.
2. Choose one. they had black skin. 2b Question focus: identify key details from non-fiction.
Segregation meant that people 1 mark Strategies:
couldn’t do some things if: • Carefully read the question, marking key words.
□ they were too tall. • Consider where in the text you will find the information. Use the section
headings to help you.
□ they were left-handed. • Carefully read that part of the text, considering the question.
□ they had black skin.
□ they were female.
3. What was the crime for which Rosa Accept either: 2b Question focus: identify key details from non-fiction.
Parks was arrested? • not giving her seat to a white man 1 mark Strategies:
• refusing to move when the driver asked • Carefully read the question, marking key words.
her to • Consider where in the text you will find the information. Use the section
headings to help you.
4. Find and copy one thing that Accept any of: 2b Question focus: identify key details from non-fiction.
happened as a result of the • Most African-Americans chose to walk. 1 mark Strategies:
Montgomery bus protest. • Some bus companies went out of • Carefully read the question, marking key words.
business. • Consider where in the text you will find the information. Use the section
• The American courts decided that black headings.
people could sit anywhere on a bus. • Carefully read that part of the text, considering the question.
• Rosa Parks moved to a new city.
28/02/19 10:42 AM
5. Why do you think Rosa Parks was • It was her action that started the 2d Question focus: make inferences from the text.
blamed for the buses no longer Montgomery bus protest. 1 mark Strategies:
being segregated? • She inspired people to protest at
segregation.
• Consider where in the text you will find the information. Use the section
headings.
• Carefully read relevant sections, considering the question.
6. Number the events in the order 2c Question focus: summarise main ideas from more than one paragraph.
that they happened to Rosa Parks. 1 mark Strategies:
□ Rosa was taken to a police station. Rosa was taken to a police station. 2 • Carefully read the question, marking key words.
□ Rosa refused to give her seat to a Rosa refused to give her seat to a • Scan the whole text for each of the events described.
white man. white man. 1 • Number the events, then check your answer against the text.
□ Rosa moved to a different city. Rosa moved to a different city. 4
□ Rosa had to pay a fine. Rosa had to pay a fine. 3
109
28/02/19 10:42 AM
Mary Seacole
1 In Jamaica
Mary Seacole was a Jamaican nurse
who lived 200 years ago. When she
was a young woman, she set up a
hospital in Jamaica to care for sick
and wounded British soldiers.
Jamaica
7 In Crimea Crimea
In 1854, Mary heard that there was
a war in Crimea. Britain, France and
Turkey were fighting against Russia.
Many of her soldier friends went to
fight there. Mary went too, so she could help to care for them.
13 Life was hard for the soldiers. It was cold and there was snow on the ground,
but they had to live in tents. Everything was dirty – even the drinking water.
Conditions were so bad that more soldiers died of cold and illness than in
battle. At the beginning of the war, most of the hospitals were dirty and
overcrowded, so it was difficult for soldiers to get better.
18 Florence Nightingale
A nurse called Florence Nightingale was sent to Crimea by the British
government to look after their soldiers. She made changes to the nearest
hospital so that at least it was clean and each soldier had his own bed.
However, her hospital was in Turkey, so soldiers had to travel a long way by
boat to get there.
24 The British Hotel

Mary Seacole set up the British Hotel, close to the battlefield in Crimea,
so that she could care for soldiers who were sick and injured. It was only
a small wooden building, but inside it was warm and clean, and soldiers
could buy hot meals and supplies. She wasn’t paid by the government, so
the soldiers had to pay for their own care. Mary prepared medicines for
the sick and treated the wounds of the injured. She was kind to the soldiers
and they called her ‘Mother Seacole’. Since Mary Seacole was able to help
soldiers close to the battlefield, they received treatment much faster than
those who had to travel by boat and cart to hospital.
34 After the War

After the Crimean War, Mary Seacole moved to live in Britain. She didn’t
have much money, but some of the soldiers she had cared for during the
war tried to help her. They even held a big concert and gave her the money
they raised from it.

Name: Class: Date:
1 Look at the first paragraph.

2a
Find and copy one word that means the same as injured.
1 mark
2 Look at the paragraph beginning “In 1854 …”.

2b
List four countries that were fighting in the Crimean War.
1 mark
3 “Conditions were so bad …”
Which word is “conditions” closest in meaning to?

2a
Tick one.
illnesses □ preparation □ requirements □ environment □ 1 mark
2b
4 Write one way in which Florence Nightingale improved the hospital in Crimea.
1 mark
2d
5 Why do you think soldiers did not have to pay for the care at Florence Nightingale’s hospital?
1 mark
2d
6 Why do you think Mary Seacole set up the British Hotel close to the battlefield?
1 mark
7 The soldiers called her ‘Mother Seacole’.

2d
Find and copy evidence to explain why they did this.
1 mark
8 Put one tick in each row to show whether each statement about Mary Seacole is true or false.
True False
She went to Crimea to help look after British soldiers.
She worked in the same hospital as Florence Nightingale.
2b
She was paid by the British government.
She made medicines for the soldiers. 2 marks
9 Number the events to show the order that Mary Seacole did them.
She set up the British Hotel.
She set up a hospital in Jamaica.
She went to live in England. 2c
She travelled to Crimea. 1 mark

Practice text: Mary Seacole Cracking the questions
1. Look at the first paragraph. “wounded” 2a Question focus: explain the meaning of words in context.
means the same as injured. • Carefully read the question, marking key words.
2. Look at the paragraph beginning Britain, France, Turkey, Russia 2b Question focus: identify key details from non-fiction.
“In 1854 …”. 1 mark Strategies:
List four countries that were • Carefully read the question, marking key words.
fighting in the Crimean War. • Carefully read the section indicated, looking for the names of four countries
that were fighting.
3. “Conditions were so bad …” environment 2a Question focus: explain the meaning of words in context.
Which word is “conditions” closest 1 mark Strategies:
in meaning to? • Carefully read the question, marking key words.
Tick one. • Scan the text indicated, looking for the word.
• Carefully read the sentence containing the word, then identify a word in
□ illnesses the question with the same meaning.
□ preparation
□ requirements
□ environment
4. Write one way in which Florence Accept either: 2b Question focus: identify key details from non-fiction.
Nightingale improved the hospital • It was clean. 1 mark Strategies:
in Crimea. • Each soldier had his own bed. • Carefully read the question, marking key words.
5. Why do you think soldiers did not She had been sent by the British government. 2d Question focus: make inferences from the text.
have to pay for the care at Florence 1 mark Strategies:
Nightingale’s hospital?
• Look for the section about Florence Nightingale.
• Carefully read the section, considering the question.
28/02/19 10:42 AM
6. Why do you think Mary Seacole Accept either: 2d Question focus: make inferences from the text.
set up the British Hotel close to the • so the soldiers could receive treatment 1 mark Strategies:
battlefield? much faster • Carefully read the question, marking key words.
• It was a long way to travel to Florence • Skim-read the section about the British Hotel to get an overall
Nightingale’s hospital. understanding.
• Carefully read the section, considering the question.
7. The soldiers called her ‘Mother • She was kind to the soldiers. 2d Question focus: explain and justify inferences with evidence from the text.
Seacole’. • She prepared medicines for the sick. 1 mark Strategies:
Find and copy evidence to explain • She treated their wounds.
why they did this. • Scan the text, looking for the words “Mother Seacole”.
• Carefully read the sentences around the words, looking for reasons why she
was called this.
8. Put one tick in each row to show 2b Question focus: identify key details from non-fiction.
whether each statement about 2 marks Strategies:
Mary Seacole is true or false.
True False True False • Think about each of the statements separately. Consider where in the text
you will find relevant information.
She went to Crimea She went to Crimea ✓
• Carefully read the relevant sections of the text to decide whether each
to help look after to help look after
British soldiers. British soldiers.
She worked in the She worked in the ✓
same hospital same hospital Award 1 mark for three answers correct.
as Florence as Florence
Nightingale. Nightingale.
She was paid by the She was paid by the ✓
British government. British government.
She made medicines She made medicines ✓
for the soldiers. for the soldiers.
order that Mary Seacole did them. 1 mark Strategies:
□ She set up the British Hotel. She set up the British Hotel. 3 • Carefully read the question, marking key words.
□ She set up a hospital in Jamaica. She set up a hospital in Jamaica. 1 • Scan the whole text for each of the events described.
She went to live in England. 4 • Number the events, then check your answer against the text.
□ She went to live in England.
□ She travelled to Crimea. She travelled to Crimea. 2
113
28/02/19 10:42 AM
Unit 14
• POETRY
POETRY
Walking with My Iguana/A Big Surprise

Brian Moses/Michaela Morgan
Key text features

l The texts are very different poems, but both describe unusual pets.
l The Teaching text is Walking with My Iguana by Brian Moses.
l The Practice text is A Big Surprise by Michaela Morgan.
Reading the Teaching text: Walking with My Iguana

l Introducethe text by asking the children if any of them know what an iguana is. Show
them the picture.
l Does the creature look as if he would be a good pet? Where would you keep him? Ask
the children what they think he would be fed on.
l Access the Interactive Modelling Software for this unit. Read the introductory
paragraphs, explaining how the poem came to be written, before the children listen to
the poem.
Reading the Practice text: A Big Surprise

l Read the poem to the children, pausing before the final few lines. Can they guess what
the present is?
l Once they have read the poem, remind the children that they are now going to work
Moving into writing

l Reread Walking with My Iguana.
l As a class, draw up a list of unlikely pets.
l Letpairs or groups of children select one of the creatures as the basis for their poem.
Give them opportunities to research their pet before writing the poem.
l Looktogether at the structure of the iguana poem as the model for the children’s own
poems.

Unit 14 • POETRY
Q1: Where does the poet walk with his iguana?

A1: On the beach/by the sea
to that part. Make a note of words or ideas used in the text.
Q2: What do some people do when they see the iguana out for his walk?
A2: They phone the police.
Q3: As well as walking with his iguana, what else does the poet do with him?
A3: He lets him sit on his shoulder, take exercise and tickles him under the chin.
Strategy: Listen carefully to the text. Jot down/draw other ways in which he enjoys
the iguana’s company.
Extending reading
Tell Me a Dragon – Jackie Morris
Cat-Rap from Everybody Got a Gift – Grace Nichols
Please Do Not Feed the Animals from High Tide – Robert Hull
Hey Little Bug from Hey Little Bug – James Carter

Teaching text: Walking With My Iguana Cracking the questions
1. What makes the iguana look “like • when the temperature rises above 85 2b Question focus: identify key details from fiction.
he’s coming alive” (verse 3)? • when it gets hot 1 mark Strategies:
Unit 14 • POETRY
• Carefully read the lines.
2. “I’m walking with my iguana” Accept any answer that matches the structure 2g Question focus: explain how meaning is enhanced by choice of words and
Why do you think the author or the meaning of the poem, e.g. 1 mark phrases.
repeats these lines so often during • to give the rhythm of walking Strategies:
the poem? • to make it seem like it is something he does • Carefully read the question, marking key words.
all the time • Reread the poem, considering the impact of the repetition.
• to make breathing spaces between verses
• because he likes saying the words
• because that is what he is doing
3. In the verses with four lines (verses • “five”/“alive” 2f Question focus: identify how narrative content is related and contributes to
3, 4, 7, 8, 11, 12) there are rhymes • “me”/“sea” 1 mark meaning as a whole.
and some words that are • “surprise”/“exercise” Strategies:
near-rhymes. • “bed”/“head”
Copy one pair of words that rhyme • Look at the four-line verses.
or nearly rhyme. • Use your knowledge of poetry to consider where to look for rhymes and
near-rhymes.
4. Why did someone call the police? • because they thought the iguana was an 2d Question focus: make inferences from the text.
alligator 1 mark Strategies:
• because iguanas are reptiles, like alligators
• because some people do not recognise
• Consider where in the poem to look for information.
iguanas
• Scan that part of the text for the words in the question.
• because they were scared of the iguana
• Think about the way that iguanas look.
28/02/19 1:51 PM
5. Most of the poem could be true. “he puts on his pyjamas/and lays down his 2d Question focus: make inferences from the text.
Which part/detail could not be sleepy head” (verse 12) 1 mark Strategies:
true?
• Consider where in the poem to look for the answer.
• Carefully read that verse and identify the ideas that can not be true.
6. Do you think an iguana would Accept either ‘Yes’ or ‘No’ if supported by 2d Question focus: make inferences from the text.
make a good pet? reasons from the text, e.g. 1 mark Strategies:
□ Yes □ No Yes • Carefully read the question, marking key words.
Explain your answer, using ideas • You can take it for walks. • Skim-read the whole poem while thinking about the question.
from the text. • It can sit on your shoulder. • Decide on your answer to the question.
• It loves to be tickled under its chin. • Look for at least one reason from the text to support your idea.
No Do not accept answers from general knowledge (e.g. it eats insects) or opinions
• It only likes really hot temperatures. (e.g. I would feel silly taking it for a walk).
• It worries other people.
• It has spines on its back that make it look
grim.
117
Unit 14 • POETRY
28/02/19 1:51 PM
Unit 14 • POETRY
A Big Surprise
Michaela Morgan
1 For my presents, I said I’d like

Computer games,
A mountain bike,
An electric train
Or a model plane
But most of all
I’d like a bike.
8 I opened my presents
And what did I find there?
A hand-knitted hat
And a squeaky bear,
More underpants from my aunts
And socks (grey, one pair).
14 I said “thank you” nicely,
I tried to smile
But what was I thinking
All the while?
I was thinking
I wanted computer games,
A mountain bike,
An electric train
Or a model plane
But most of all
I’d have liked
A bike.
26 “There’s just one last thing
to unwrap,” they said.
“It’s a big surprise
we’ve kept it in the shed.
It’s special, it comes with love
From the lot of us …”
32 Now I’m the only kid in school
With my own hippopotamus.

Unit 14 • POETRY
Name: Class: Date:
1 Which present did the narrator want most of all? 2b
1 mark
2
What does the word “more” tell us in verse 2? Tick one.
He wanted underpants. □
His aunts have given him underpants before. □
2a
He had already opened underpants in a different present. □
He did not like his aunt. □ 1 mark
3 “And socks (grey, one pair)” (verse 2). Why didn’t the poet write “And one pair of grey socks”? 2f
1 mark
2f
4 Write two pairs of rhyming words from the first two verses.
1 mark
5 Which word in verse 3 tells you the narrator didn’t feel happy? 2g
1 mark
6 Why did the narrator say “thank you” even if he didn’t like the present? 2d
1 mark
7 “It’s a big surprise/we’ve kept it in the shed” (verse 4).
a) What did the narrator think when he heard that?
b) Explain your answer. 2d
2 marks
8 How do you think the narrator will feel when he sees the present? 2e
1 mark
9 The poem has five verses. Draw lines to match the main idea to each of the five verses.
Verse 1 The child receives his big surprise.
Verse 2 The child is disappointed.
Verse 3 The child opens his presents.

2c
Verse 4 The child is told there is one last big present.
Verse 5 The child says what he would like for his birthday. 1 mark

Practice text: A Big Surprise Cracking the questions
1. Which present did the narrator a bike 2b Question focus: retrieve and record information.
want most of all? 1 mark Strategies:
Unit 14 • POETRY
2. What does the word “more” tell us His aunts have given him underpants before. 2a Question focus: explain the meaning of words in context.
in verse 2? Tick one. 1 mark Strategies:
□ He wanted underpants. • Carefully read the question, marking key words.
□ His aunts have given him • Scan the text looking for the word “more”.
underpants before. • Carefully read that part of the text.
• Look again at the explanations given.
□ He had already opened underpants • Select the answer that best explains the meaning.
in a different present.
□ He did not like his aunt.
3. “And socks (grey, one pair)” • The last word in the line must rhyme with 2f Question focus: explain how content is related and contributes to meaning as
(verse 2). Why didn’t the poet write: “bear” (verse 2). 1 mark a whole.
“And one pair of grey socks”? • “And one pair of grey socks” does not fit Strategies:
with the rhythm and rhyme of the poem.
• Scan the poem for the line.
• In your head, say the line in the question. Why doesn’t it fit?
4. Write two pairs of rhyming words Accept any two of: 2f Question focus: identify how content is related and contributes to meaning as a
from the first two verses. • “like”/“bike” 1 mark whole.
• “train”/“plane” Strategies:
• “there”/“bear”/“pair” (accept any two • Carefully read the question, marking key words.
of these words) • Look at the verses.
• Use your knowledge of poetry to consider where to look for rhymes.
5. Which word in verse 3 tells you the “tried” 2g Question focus: identify how meaning is enhanced through choice of words and
narrator did not feel happy? 1 mark phrases.
Strategies:
• Consider where in the text to look for ideas.
• Carefully read that part of the text to identify the word.
28/02/19 1:51 PM
6. Why did the narrator say “thank • He was being polite. 2d Question focus: make inferences from the text.
you” even if he didn’t like the • He had good manners. 1 mark Strategies:
present? • His mum would say he had to.
• Carefully read the poem, considering the question. Think about your own
experience of receiving gifts.
7. “It’s a big surprise/we’ve kept it in (a) It’s a bike. 2d Question focus: explain and justify inferences with evidence from the text.
the shed” (verse 4). (b) • The narrator really wanted a bike, which 2 marks Strategies:
(a) What did the narrator think is a big present and might be kept in • Carefully read the question, marking key words.
when he heard that? a shed. • Consider where in the text to look for ideas.
(b) Explain your answer. • The narrator was thinking about a bike • Carefully read that part of the text.
when he heard the words. • Remember to include an explanation.
Award 1 mark for each part of the question. If the answer to (a) is not ‘a bike’ the
marks can still be awarded if the answer to (b) offers a reasonable explanation to
the answer given.
8. How do you think the narrator will Happy 2e Question focus: predict what might happen from details stated and implied.
feel when he sees the present? • A hippo would be a great present because 1 mark Strategies:
no one else would have one. • Carefully read the question, marking key words.
• The child could take it to show and tell. • Consider where in the text to look for ideas.
• A hippo is a big surprise, just as the child • Carefully read that part of the text.
was told. • Remember to include an explanation.
Not happy
• They really wanted a bike.
• Hippos are dangerous.
• A hippo would not be happy living in a shed.
9. The poem has five verses. Draw 1 The child receives his big surprise. 2c Question focus: summarise main ideas from more than one paragraph.
lines to match the main idea to
2 The child is disappointed. 1 mark Strategies:
each of the five verses. (See right.)
3 The child opens his presents. • Carefully read the question, marking key words.
4 The child is told there is one • Reread the poem, verse by verse, considering which sentence best summarises
last big present. each verse.
• Match the verses to their summary statements.
5 The child says what he would
like for his birthday. Award 2 marks if all five sentences are correctly sequenced.
Award 1 mark for three correctly identified.
121
Unit 14 • POETRY
28/02/19 1:51 PM
Unit 15
• POETRY
POETRY
Scissors/New School
Allan Ahlberg/Kevin McCann
Key text features

The texts are both rhyming poems with a strong rhythm.
l The Teaching text is Scissors from the poetry collection Please Mrs Butler by
Allan Ahlberg.
l The Practice text is the poem New School by Kevin McCann.
Reading the Teaching text: Scissors

l Introduce the text by asking the children if any of them are familiar with Allan Ahlberg.
l Explainthat Allan Ahlberg used to be a primary school teacher, so he has a good idea
about what goes on in classrooms.
l Access the Interactive Modelling Software for this unit. Read the extract aloud. As you
read the text, ask the children to think about any occasions when they have heard this
type of language.
Reading the Practice text: New School

l Invite the children to reflect on the experience of being new. Acknowledge that there are
both good times and some scary/unhappy times.
l Read the poem together.
l Once they have read the poem, remind the children that they are now going to work
Moving into writing

l Reread Scissors.
l Talk about your own classroom: What do your children lose?
l Ask the children to prepare and read the poem in different voices, e.g. angry, frustrated,
jocular, sarcastic.
l Challenge groups of children to choose different verses from the poem and change
words in them to reflect the reality of your classroom. Invite the children to read their
edited version of this poem in different voices.

Unit 15 • POETRY
Q1: Who is talking in this poem?

A1: The teacher is talking. Lines such as “Everyone listen to me” (verse 1) are
things that teachers say. Only the teacher could threaten to keep children
in. The speaker is giving instructions in the classroom – and that is what
teachers do.
Q2: How many different ways of scissors being lost are mentioned in the
poem? What are they?
A2: Five: “disappear”; “lose themselves” (verse 1), “Melt away” (verse 3);
“explode” (verse 3); “running off up the road” (verse 3)
Q3: Do you think the teacher really will keep them in all week if they do not find
the scissors? Explain your answer.
A3: No: the teacher is making threats to show he is serious.
Strategy: Listen carefully to the text. Make a note of ideas.
Extending reading
Please Mrs Butler – Allan Ahlberg
Behind the Staffroom Door from Very Best of Brian Moses – Brian Moses

Teaching text: Scissors Cracking the questions
1. (a) What time of day is it? (a) It is the end of the afternoon, after 2.30. 2d Question focus: make inferences from the text.
(b) Explain how you know. (b) T
hey are tidying up and it is already after 2 marks Strategies:
“half-past two” (verse 1) so it is the end of
Unit 15 • POETRY
the school day. • Consider where in the poem to look for the answer.
• Carefully read that verse and identify information to use when deducing
the answer.
2. Why is the teacher cross? There were ten pairs of scissors at half-past 2b Question focus: identify key details from fiction and non-fiction.
two and now there are only three. 1 mark Strategies:
• Scan the poem for lines that explain the problem.
3. “Just ransack this room till we find search/explore 2a Question focus: give the meaning of words in context.
them” (line 23) 1 mark Strategies:
Suggest another word the poet • Carefully read the question, marking key words.
could have used instead of • Scan the poem for the line quoted.
“ransack”. • Read the verse for the context.
• Think about other words that mean the same thing.
4. Why does the writer mention • He says that scissors do not have legs. 2g Question focus: explain how meaning is enhanced through choice of words and
scissors having “legs” (verse 3)? • Scissors have got two/a pair of blades and 1 mark phrases.
people have two/a pair of legs. Strategies:
• He’s saying that scissors can not move
without someone moving them.
• Scan the text for the word “pairs” and think each time about what it means.
28/02/19 10:41 AM
5. In the poem the teacher is cross • Accept facts such as the following. 2b Question focus: identify key details from fiction.
because scissors have disappeared. • They were all there at half-past two. 2 marks Strategies:
Write two things about the scissors • Seven pairs have disappeared.
that you know to be true. • Only three pairs are still there.
• Skim-read the poem, considering the question.
• The scissors are needed.
• Carefully reread the poem, looking for key details about the scissors.
• Scissors can not lose themselves.
• Select two which you think are important.
Award 1 mark for each acceptable fact, up to a total of 2 marks.
6. What do you think will happen Accept an answer that builds on the 2e Question focus: predict what might happen next from details stated and
next in the classroom? information in the poem. E.g. 1 mark implied.
• The children will ransack the room and find Strategies:
the scissors. • Carefully read the question, marking key words.
• The teacher will still be cross when the bell • Skim-read the poem again while thinking about the answer to the question.
goes but he will let the children go home • Use your own experience. What usually happens after an event like this?
anyway. • Scan the poem again, looking for words and phrases that support your idea.
125
Unit 15 • POETRY
28/02/19 10:41 AM
Unit 15 • POETRY
New School
Kevin McCann
1 In the playground corner

I stand and see:
Girls with skipping ropes,
Boys with footballs
And everyone shouts at once.

I stand and see:
A teacher looking at his watch,
Cup of coffee in one hand
And a whistle in the other.

I stand and see:
Big kids sharing jokes and sweets,
One skits our headmaster
And everyone knows everyone else.

I stand on my own
And wish and wish
I could just go home.

Unit 15 • POETRY
Name: Class: Date:
1 Who is “I” in this poem? 2d
1 mark
2
List three things you know are in the playground in the poem (apart from the children and
the teacher).
2b
3 marks
3 How do you know what time of day it is? 2d
1 mark
4 “One skits our headmaster.”

2a
Suggest another way the poet could have said the same thing.
1 mark
5 “And everyone knows everyone else.”

2d
Why do you think the narrator included this information?
1 mark
6 Read the title of the poem. Is this a good title for the poem?
□ No □
Yes
Give one reason from the poem to help explain your answer. 2f
1 mark
7 What is the effect of starting most of the verses with the same two lines? 2f
1 mark
8 Do you think the playground seems like a happy place for most of the children?
Yes □ No □
Explain your answer. 2d
1 mark
9 How does the poet want you to feel about the narrator? Explain your answer.
2d
2 marks

Practice text: New School Cracking the questions
1. Who is “I” in this poem? • someone starting a new school 2d Question focus: make inferences from the text.
• a child 1 mark Strategies:
Unit 15 • POETRY
• a little, shy or new girl/boy
• Skim-read the text to gain an overall understanding while considering the question.
2. List three things you know are in Accept any three of the following: 2b Question focus: retrieve and record information.
the playground in the poem (apart • skipping ropes 3 marks Strategies:
from the children and the teacher). • footballs Carefully read the question, marking key words.
• cup of coffee
• Scan the text, looking for nouns that name things that might be in the
• whistle
playground.
• sweets
• Check again with the question to make sure that the things you have
found are allowed.
• Remember to write three things.
Award 1 mark for each correct answer, up to a total of 3 marks.
3. How do you know what time of day Accept an explanation based on the child’s 2d Question focus: make inferences from the text.
it is? own school day. E.g. Playtime finishes at 1 mark Strategies:
11 o’clock. The teacher is looking at his watch
so it must be nearly the end of playtime.
• Skim-read the text to gain an overall understanding while considering the question.
4. “One skits our headmaster.” Accept suggestions that reflect the poet’s 2a Question focus: give the meaning of words in context.
Suggest another way the poet intention, e.g. 1 mark Strategies:
could have said the same thing • makes fun of • Carefully read the question, marking key words.
with the same meaning. • sends up • Scan the poem for the line in the question and read the line in context.
• mimics • Consider the possible meaning of the word and try to think of other ways of
• copies in a silly way saying the same thing.
The narrator is feeling lonely. He or she does 2d
5. “And everyone knows everyone Question focus: make inferences from the text.
else.” not know anyone and it emphasises his or her 1 mark Strategies:
Why do you think the narrator feeling of being alone.
included this information? • Scan the poem for relevant words.
• Use ideas in the poem and not your own experience.
6. Read the title of the poem. Is this a Yes 2f Question focus: identify how narrative content is related and contributes to
good title for the poem? The title tells us what the problem is and why 1 mark meaning as a whole.
□ Yes □ No the narrator is feeling so lonely and unhappy. Strategies:
Give one reason from the poem to No • Carefully read the question, marking key words.
help explain your answer. The title is about being at school but the • Reread the title and consider the question while you reread the poem.
poem is just about being in the playground.
28/02/19 10:41 AM
7. What is the effect of starting most • It introduces new ideas in each new verse. 2f Question focus: explain how information is related and contributes to meaning
of the verses with the same two • The repetition makes it seem as if playtime 1 mark as a whole.
lines? is going on for a long time. Strategies:
• It says what the child is doing.
• It shows when it is a new verse.
• Reread the poem while considering the question.
• It’s a bit boring.
8. Do you think the playground seems Yes 2d Question focus: make inferences from the text.
like a happy place for most of the • They have got footballs and skipping ropes. 1 mark Strategies:
children? • They are all playing games and shouting. • Carefully read the question, marking key words.
□ Yes □ No • They are sharing sweets and jokes. • Scan the poem looking for evidence of happy or unhappy children.
Explain your answer. No • Identify ideas to use in your explanation.
• They are all arguing and shouting.
• Some of the girls might want to play
football but they all have skipping ropes.
9. How does the poet want you to Accept answers such as: 2d Question focus: make inferences from the text.
feel about the narrator? Explain • sorry for him/her because we understand 2 marks Strategies:
your answer. why s/he is just standing in the corner of • Carefully read the question, marking key words.
the playground and not trying to join in • Skim-read the poem considering your answer.
• fed up with him/her because there is lots • Scan the poem for ideas to use in the answer.
going on but s/he is so busy feeling sorry
for him/herself and wishing s/he could go Award 1 mark for a plausible response and a second mark for a brief explanation
home which includes ideas from the poem.
129
Unit 15 • POETRY
28/02/19 10:41 AM
Assessment Task 1
FICTION
It’s Not My Fault

Bel Mooney
Teacher notes: It’s Not My Fault

Curriculum references: Years 3–4 – checking that the text makes sense to them,
discussing their understanding, and explaining
Programme of study: Reading comprehension
the meaning of words in context
Children should be taught to: – asking questions to improve their understanding
of a text
l develop positive attitudes to reading and
– drawing inferences such as inferring characters’
understanding of what they read, by:
feelings, thoughts and motives from their actions,
– listening to and discussing a wide range of fiction,
and justifying inferences with evidence
poetry, plays, non-fiction and reference books or
– predicting what might happen from details
textbooks
stated and implied
l understandwhat they read, in books they can read – identifying main ideas drawn from more than
independently, by: one paragraph and summarising these.
Running the task

As this task is designed to help you understand l Children working independently should read the
the children’s reading strategies as well as their text and complete their answers. Circulate as they
understanding of the text, you will need to read with do so, and ask children to read aloud to you from
children individually in some cases. the point in the text they have reached, so you can
assess their reading fluency and expression.
l Explain that they are going to read a text about
three children looking after a baby.
l Support children working towards the expected
standard in writing skills or reading skills, as
suggested in the introduction to this book.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:

l retrievekey details and quotations from fiction and non-fiction to demonstrate understanding
of character, events and information 2b
l accurately and selectively summarise main ideas, events, characters and information in fiction
and non-fiction texts 2c
l explain and justify inferences, providing evidence from the text to support reasoning 2d
l make developed predictions that are securely rooted in the text. 2e
452596_A1_Crack_Comp_2e_Y3.indd 130 28/02/19 10:41 AM

Assessment Task 1 • FICTION
What to expect
1 Why did Mum want to go next door? Tick the correct answer. (2b)
Most children should answer this correctly. Some children working towards the expected standard
may select the wrong part of the text and tick the first option (“Because Dad was in bed with a
cold.”).
2 Why did Mum want the children to keep quiet? (2d)

Children working towards the expected standard may say that it is because Dad is in bed with
a cold and that noise will disturb him. Most children will understand that the children’s father is
probably asleep and may be woken by noise downstairs, and that if he doesn’t sleep he may not
recover as well. Some children working at greater depth within the expected standard may show
awareness beyond this, e.g. “Mum doesn’t want the neighbours to be disturbed.”
3 What makes Kitty think that William is her happiest friend? (2d)
Most children will state that he always has a smile on his face. Children working at greater depth
within the expected standard will also see that “Nothing seemed to put him in a bad mood” and
that he doesn’t seem to mind looking after the baby – he is willing to help.
4 Do you think Daniel is older or younger than Kitty? Explain your answer. (2d)
Children working towards the expected standard may refer to him being able to carry the baby, so
assume that he is bigger and therefore probably older. Most children will see that he is carrying the
baby because he has more responsibility. They may point out that he enjoys playing games that
are too young for him – as Kitty and William’s games are – so this shows he is older. Some children
working at greater depth within the expected standard may also point out that Daniel says he
supposes he will have to help them, implying that he is an older brother.
5 Whose fault is it that the baby started to cry? (2d)

Children working towards the expected standard are more likely to say that Kitty threw the cushion
that started him off; children working at greater depth within the expected standard will explain
that Daniel goaded her into it.
6 Number these events from 1 to 5 in the order that they happened in the story. (2c)
Most children working at the expected standard should be able to correctly number these events.
Children working towards the expected standard may not read the text correctly and may suggest
that Mum went out first.
7 Why would the children be worried when the baby started to cry? (2d)
Most children will say that they might be worried because it would wake their father. Children
working at greater depth within the expected standard might also suggest that their mother might
hear from next door, or that they may not be able to calm him down before their mother returns,
and so they will get into trouble.
8 What do you think Mum would say if she walked back in at the end of the text? (2e)
Children working at greater depth within the expected standard should give a full response,
explaining that Mum would be cross and worried and explain why. Children working at the
expected standard may give only one explanation and fail to elaborate further. Children working
towards the expected standard may only give a simple response, which may consist of dialogue
without demonstrating a clear prediction.

From It’s Not My Fault by Bel Mooney
Mum said that Kitty and Daniel had to look after Baby Tom “Oh, all right,” sighed Dan. “I supposed I’ll have to help you.”
while she popped next door. “William’s mum is so good at He put Tom’s little bouncy chair on the rug and fastened the
452596_A1_Crack_Comp_2e_Y3.indd 132
knitting, and I’ve really messed up this little jumper I was baby in it. Tom waved his arms about and shouted excitedly,
making for Tom,” she said. “I need her to put me right.” as if he knew something good was about to happen.
“Oh, Mum, William was coming to play with me,” moaned “I know what we could do,” said William. “Make a little
Kitty. house for Tom by pulling out the sofa, and putting a
tablecloth – or something over, and …”
“All the better,” said Mum. “That makes three of you to

watch Tom. I want you all to stay in the sitting-room and “No – chairs would be better,” said Daniel. “You know, like
play together. Dad’s in bed with his cold, so I don’t want you we used to do, Kit?”
to make too much noise, either.” They looked around, and talked some more, and started to
“That’s boring,” muttered Dan. pull the sofa out … and Baby Tom started to feel bored. As far
“The most boring thing in the world is children saying as he was concerned, nothing was happening. So he started
things are boring!” retorted Mum. to wave his arms about like windmills and kick his legs – all
of which made him hotter and hotter, and more and more
William arrived, his usual smile on his face. Kitty realised
uncomfortable … And that made him start to whimper.
he was her happiest friend. Nothing seemed to put him in a
bad mood. When she said they all had to look after the baby “Oh no,” said Kitty.
he said, “That’s OK.” “What’s the matter with him?” asked William.
“No, it’s not. I wanted to make a den at the bottom of the “Maybe he’s got a pooey nappy, in which case you’ll have to
garden,” said Kitty. change it, Kit!” grinned Daniel.
“But it’s raining!” said William. “Why me?”
“I suppose we could make one in the sitting-room – while “Cos you’re a girl – and it’s a girl’s job!” shouted Dan.
we’re looking after Tom,” said Kitty slowly.
“What a lot of old-fashioned rubbish!” shouted Kitty. “In any
Mum called that she wouldn’t be long, and Daniel came case, Dad changes nappies – so there!” She threw a cushion
into the sitting-room carrying the baby. When Kitty told her at her brother, but he ducked and it went rolling over the
brother that they had decided to make a den, he grinned. rug and just touched Tom’s legs. It was gentle – but the baby
Daniel always liked playing games he pretended were much didn’t like it one bit.
too young for him, just like Kitty liked to re-read her first
“Waaaaaaa!”

storybooks, with the very big print.
28/02/19 10:41 AM
Name: Class: Date:
Read the text, then answer the questions.
1 Why did Mum want to go next door? Tick the correct answer.
Because Dad was in bed with a cold. □

Because William was coming to play. □
So the children could look after the baby. □
Because she wanted to ask for her neighbour’s help. □
2 Why did Mum want the children to keep quiet?
3 What makes Kitty think that William is her happiest friend?
4 Do you think Daniel is older or younger than Kitty? Explain your answer.
5 Whose fault is it that the baby started to cry?
6 Number these events from 1 to 5 in the order that they happened in the story.
Mum went out

The children started to make a den.
Baby Tom became hot and started to whimper.
William came to play.
Baby Tom cried.
7 Why would the children be worried when the baby started to cry?
8 What do you think Mum would say if she walked back in at the end of the text?

Assessment Task 2
FICTION
A Cat Called Penguin

Holly Webb
Teacher notes: A Cat Called Penguin

Curriculum references: Years 3–4 – checking that the text makes sense to them,
discussing their understanding and explaining the
meaning of words in context
Children should be taught to: – drawing inferences such as inferring characters’
understanding of what they read, by:
– identifying how language, structure, and
– discussing words and phrases that capture the
presentation contribute to meaning
reader’s interest and imagination
l participate in discussion about both books that
l understand what they read, in books they can read
are read to them and those they can read for
independently, by:
themselves, taking turns and listening to what
others say.
Running the task

l Explain to the children that this extract is the start of l Ask them to finish reading the text in pairs.
a book entitled A Cat Called Penguin.
l For question 3, explain that they should write “T” if
l Ask them to listen to the first line being read and the statement is true or “F” if the statement is false.
then tell a partner what they know just from this line.
l Explain that they should write only one word for
Take feedback from the class.
question 6.
l Discuss how this first line is a good introduction to the
l Now ask the class to complete the questions for
setting and book. Ask the children if this line captures
the task.
their interest. Ask them who they think Alfie might
be, and who or what might be “purring”. Remind the l Circulate while the children complete the questions,
children to use the title of the book as a clue. providing support if necessary.
l Now read the rest of the first paragraph to the l When the children have finished, discuss whether
children and ask them to reflect on their answers to they like the writing in this extract and whether they
the questions – and how accurate they were. would want to read the rest of the book. Ask them to
give reasons for their choice.
Assessment guidance
l show an understanding of the meaning of vocabulary in context 2a
l retrieve key details and quotations from fiction and non-fiction to demonstrate understanding
l provide developed explanations for key information and events and for characters’ actions and
motivations 2b
l make developed inferences drawing on evidence from the text 2d
l identify/explain how the choice of language enhances the meaning of texts. 2g

What to expect
1 What impression do we get from the first paragraph about how Penguin and Alfie are feeling? (2g)
Tick two.
Children working at the expected standard should be able to select the two correct options to
answer this question. Children working towards the expected standard may only select one answer
and may need reminding to choose two.
2 In the extract, where are Alfie and Penguin sitting? Give evidence from the text to support (2d)
your answer.
Most children working at the expected standard should be able to answer this question correctly,
giving a suitable piece of evidence from the text. Children working towards the expected standard
may fail to interpret that the characters are actually sitting in the tree and may suggest that they
are leaning against the tree. These children may also offer evidence that does not support the
character’s location. Children working at greater depth within the expected standard should be
able to provide a well-selected piece of evidence from the text.
3 Write T (true) or F (false) for each of the following statements. (2b)

This question is quite straightforward and most children should be able to find the answers in the
text to be able to answer it correctly. Children working towards the expected standard may need
extra support to find the answer to the third and fourth statements.
4 What did Penguin do in the extract that tells us he loved Alfie? (2d)
Most children working at the expected standard should be able to answer this correctly. Some
children may incorrectly suggest answers that do not accurately answer the question, e.g. “he
purred”, “he slept in the tree”, or do not specifically tell us what Penguin did, e.g. “he didn’t run
away”.
5 “Don’t fall off,” Alfie murmured woozily. (2b)

Why was this “a silly thing to say”?
Many children will answer with the line in the text immediately following the quote, “Penguin never
fell.” Children working at greater depth may put this in their own words or elaborate using details
from later in the text. Children working towards the expected standard may need reminding not to
simply restate the question, e.g. “that was a silly thing to say”.
6 Find and copy one word from the third paragraph that tells us Alfie had tried to encourage (2a)
Penguin to walk along the washing line.
Children need to be reminded to only copy one word; giving any more words will result in the
answer being marked incorrect.
7 Why did Alfie think about getting “a cat-shaped leotard”? Tick one. (2d)
Children could be encouraged to use a process of elimination to help them answer this question.
8 Do you think Penguin is pleased about Alfie’s plans to dress him up? Explain your answer. (2d)
This should be a straightforward question for most children to answer. Children working towards
the expected standard may struggle to explain their answer. Children working at greater depth
within the expected standard should be able to clearly explain their thoughts.

From A Cat Called Penguin by Holly Webb
Purring rumbled through the sleepy perfect balance, good even for a cat. Alfie
sunshine, and Alfie yawned again. It was smiled to himself as he remembered trying to
a warm September Sunday afternoon, persuade Penguin to walk along the washing
and he was full of lunch, and apples, and line during the summer holidays. Penguin
a squashed bar of chocolate that he’d had refused, even for smoky bacon crisps,
forgotten was in the back pocket of his jeans. his favourite. (Although he had stolen the
He settled himself more comfortably against crisps off the table later.) Alfie had been
the trunk of the apple tree and leaned his convinced that Penguin would be a fabulous
arm against the thick branch that jutted out tightrope artist. They should try again.
in just the right place. Penguin, who was Perhaps it was the lack of circus music and
draped across the same branch like a fat Big Top atmosphere that had put him off.
furry rug, leaned forward a little and licked Maybe a costume … Alfie looked at Penguin
Alfie’s elbow lovingly. thoughtfully. He wondered how easy it would
be to get hold of a cat-shaped leotard.
“Don’t fall off,” Alfie murmured woozily.
Penguin opened one yellowish-golden eye
But it was a silly thing to say. Penguin never
a slit and stared sternly at Alfie, as though
fell. He didn’t look as though he was in the
warning him that attempts to dress him in
best shape for climbing trees – one would
a sequinned cloak would result in severe
think his stomach would get in the way,
scratches. But he didn’t stop purring.
particularly for jumping. But Penguin had
28/02/19 10:41 AM
Name: Class: Date:
1 What impression do we get from the first paragraph about how Penguin and Alfie are feeling?
Tick two.
excited □ irritated
□ worried
□
lonely □ relaxed
□ sleepy
□
2 In the extract, where are Alfie and Penguin sitting? Give evidence from the text to support your answer.
3 Write T (true) or F (false) for each of the following statements.
Penguin is purring as he sleeps.

The story is set on a Sunday in August.
Alfie had just eaten his lunch.
Penguin was overweight.
Alfie used the branch as a swing.
4 What did Penguin do in the extract that tells us he loved Alfie?
5 “Don’t fall off,” Alfie murmured woozily. Why was this “a silly thing to say”?
6 Find and copy one word from the third paragraph that tells us Alfie had tried to encourage
Penguin to walk along the washing line.

7 Why did Alfie think about getting “a cat-shaped leotard”? Tick one.
He wanted to take Penguin to a fancy dress party. □
He thought Penguin would look good in a leotard. □
He thought it might help Penguin act like a circus performer. □
He thought Penguin would be cold in the winter. □
8 Do you think Penguin is pleased about Alfie’s plans to dress him up? Explain your answer.

Assessment Task 3
FICTION
Go Ahead, Secret Seven

Enid Blyton
Teacher notes: Go Ahead, Secret Seven

Curriculum references: Years 3–4 – drawing inferences such as inferring characters’
Children should be taught to: – predicting what might happen from details
stated and implied
– identifying how language, structure and
understanding of what they read by:
reader’s interest and imagination l participate in discussion about both books that
are read to them and those they can read for
themselves, taking turns and listening to what
independently, by:
others say.
– asking questions to improve their understanding
of a text
Running the task

l Explain to the children that they are going to read l Give the children time to read the story
a story written by a famous author, Enid Blyton. independently, then discuss any vocabulary they
George and his friends call themselves ‘The Secret find difficult.
Seven’ and they try to solve crimes. They decide
l The children then carry out the task in groups or
that they must practise the skills they need. Here,
individually. Support children working towards the
George is practising “shadowing” people. Explain
expected standard, as suggested in the introduction
that this means following someone without
to this book.
being seen.
l At the end of the task, talk with the children about
l You may choose to remind the children that verbs
why George was not keeping himself safe. Nobody
are ‘doing words’ and revise this before the task
knew where he was, and even he didn’t know where
starts so that they are better able to tackle the
he was going.
questions that refer to verbs.
Assessment guidance
l make developed predictions that are securely rooted in the text 2e
l identify/explain how the sequence of events in narrative fiction contributes to meaning as a whole 2f

What to expect
1 How do you think George is feeling at the beginning of this story? How do you know that? (2d)
Most children will explain that George is doing something scary, so he is scared. Children working
at greater depth within the expected standard will refer to the text, e.g. “the fact that his heart is
beating rapidly tells us that he is scared”.
2 Why is this story set at night? (2f)

Some children will point out that it makes it easier for George to hide and follow the man. Children
working at greater depth within the expected standard may see that it adds to the atmosphere – it
makes it more scary.
3 What story did George make up about the tall man? Why did he do this? (2d)
All children should realise that George was pretending to himself that the man was a jewel thief.
Children working at greater depth within the expected standard may be able to explain that this
was to make it more exciting/real for himself.
4 George had a toy truncheon with him. Why do you think he brought it? (2d)
Children working towards the expected standard may suggest that he can use it to protect himself.
Some children might also explain that it helps him play the role, referring to the point in the text
“pretending to himself that there might be great danger from a fierce thief!”
5 Write T (true) or F (false) next to each statement about the story. (2b)
Children working at the expected standard should be able to answer this question correctly.
Children working towards the expected standard may incorrectly identify some of the statements.
6 “Be careful now, creep round the corner …” Why do you think the author chooses the word (2g)
“creep” instead of “walk”?
Some children may say that it sounds like the way George is moving but without being able to
explain why. Most children will add that it sounds as if he is moving quietly or keeping his head
down. They may also see that it adds to the atmosphere by adding suspense and a sense that
what George is doing is unusual.
7 Choose two more verbs in the story that you think describe the action well. (2g)
Children working towards the expected standard may choose words that are not verbs, or may
need to be reminded that verbs are “doing words”. Most children should be able to choose two
colourful verbs. Some children working at greater depth within the expected standard may also be
able to say why they have chosen them.
8 What do you think will happen next? Why? (2e)

Most children will be able to suggest something. Children working at greater depth within the
expected standard will have noticed the author has hinted in the text that there is someone
following George himself, and will build this into what they write.

From Go Ahead, Secret Seven by Enid Blyton
The man came along. He was a tall, stooping George crept cautiously, his rubber truncheon in
fellow, wearing a hat, and carrying a bag. his hand, pretending to himself that there might
Good! Suppose there were stolen jewels in that be great danger from a fierce thief!
bag! George would trail him right to his home, He heaved a sigh of relief. There was the man,
and he would then know where this supposed half-way down the road. George trotted on after
robber lived! him. Look behind you, George, as well as in

It seemed very real somehow, not pretence. The front. Quick, George, look behind you!
night was dark, the man came along without But George didn’t look behind him. He only
guessing that a boy was pressing himself into looked in front, and followed the man steadily.
the shadows of a bush, and George suddenly Once, when he stopped to tie his shoelace,
found his heart beginning to thump. The man George darted into a nearby gate, afraid that the
passed. man might turn and see him.
Now to follow him without being seen. If he He crept out after half a minute, and saw the
spotted George, then George had failed. But man walking on again, swinging his bag. After
George was certain he could shadow the man him went George, deciding to get a little nearer,
right back to his house without once being seen. so that he could see exactly where the man lived
He came out from the bush and began to follow when he went into his house.
the man, keeping well into the darkness of the
trees that lined the road. Down the road to the
corner. Round the corner. Be careful now, creep
round the corner, in case the man knows he is
being followed!
28/02/19 10:41 AM
Name: Class: Date:
1 How do you think George is feeling at the beginning of this story? How do you know that?
2 Why is this story set at night?
3 What story did George make up about the tall man? Why did he do this?
4 George had a toy truncheon with him. Why do you think he brought it?
5 Write T (true) or F (false) next to each statement about the story.
The man was wearing a hat.

George was carrying a bag.
George looked behind him.
The man stopped to tie his shoelace.
George wanted to know where the man lived.
6 “Be careful now, creep round the corner …” Why do you think the author chooses the word
“creep” instead of “walk”?
7 Choose two more verbs in the story that you think describe the action well.
8 What do you think will happen next? Why?

Assessment Task 4
FICTION
The Goose Girl

Gillian Cross
Teacher notes: The Goose Girl

Curriculum references: Years 3–4 – identifying themes and conventions in a wide
range of books
Children should be taught to:
independently, by:
l develop positive attitudes to reading and – drawing inferences such as inferring characters’
understanding of what they read by: feelings, thoughts and motives from their actions,
– listening to and discussing a wide range of fiction, and justifying inferences with evidence
poetry, plays, non-fiction and reference books or – predicting what might happen from details
textbooks stated and implied
– increasing their familiarity with a wide range of – identifying how language, structure and
books, including fairy stories, myths and legends, presentation contribute to meaning.
and retelling some of these orally
Running the task

l Tellthe children they are going to be working on a gold or silver wire), “broken-winded gelding” (a male
story called The Goose Girl by Gillian Cross. This is a horse that cannot gallop for long).
challenging text for Year 3. The task focuses on the
l The children should underline any words they don’t
children’s understanding of the form rather than
know so that you can help with these. This will
the language and structure, so read the text aloud
also help in your assessment of reading, and could
to the children before they start on the task.
inform future teaching.
l Talkto the children about any unfamiliar
vocabulary, e.g. “filigree” (ornamental work made of
standard as suggested in the introduction to
this book.
Assessment guidance
l retrievekey details and quotations from fiction to demonstrate understanding of character,
events and information 2b
motivations 2b
l make developed predictions that are securely rooted in the text 2e
l make accurate and appropriate comparisons within texts. 2h

What to expect
1 What type of story is this? Tick the correct answer. (2b)

Most children should be able to identify this as a traditional tale.
2 How do you know? (2f)

Some children may find this difficult to explain. Children working at greater depth within the
expected standard will be able to identify one or two features, e.g. a magic creature (the talking
horse), the setting long ago and far away, a princess as the main character, a dangerous journey.
3 Why was the princess going on a journey? Tick the most accurate answer. (2b)
Most children will be able to select the most accurate answer from the choices. Some children
working towards the expected standard may answer “She was going away because her father had
died” since this is at the beginning of the text but without continuing to read to find the correct
reason.
4 How do you know that the queen is worried about what might happen to the princess on (2d)
her journey?
Some children may answer based on their own feelings, e.g. the fact that she is a young girl
travelling a long way. Children working at greater depth within the expected standard will note the
reference to the queen giving the princess something to protect her on her travels or giving her the
cloth with blood to protect her from evil.
5 How do you think the princess felt about setting off on her journey? (2d)
The story tells us little about the characters’ feelings. Children working at all levels may say that
she is sad to leave her mother. Some children may elaborate on this and say she could be excited or
worried about her new life and the journey, or proud of all her treasure. Their responses are likely to
be based on how they themselves would feel.
6 Read the following statements and tick whether they apply to the princess or the maid. (2h)
Most children working at the expected standard should be able to make comparisons within the
text and select the correct part of the text to be able to answer this question correctly. Some
children working towards the expected standard may confuse which character carried the gold cup.
7 Why do you think Falada was the “greatest treasure”? (2b)

Children working towards the expected standard will state that he was a talking horse. Children
working at greater depth within the expected standard should be able to explain that this is a very
rare creature. Also, he is able to do more than just carry the princess – he can keep her company
too.
8 Do you think they will have an easy journey? Explain your answer. (2e)
Most children will know that, as this is the start of the story, things have to happen! Children
working at greater depth within the expected standard may also refer to the themes of the genre –
that there are certain possibilities for the way that the story develops, possibly involving magic.

From The Goose Girl retold by Gillian Cross
Once there was a princess whose father was dead. She The maid brought the cloth and the queen took a
was promised in marriage to a king’s son in a distant needle and pricked her own finger until it bled. Holding
country but she stayed in her mother’s house until she her hand over the linen cloth, she let the blood drip, so
was old enough to be a wife. that the white cloth was stained with three red drops.
While she was growing up, her mother, the queen, “Keep this safe,” she said to her daughter, “and nothing
collected a great store of treasure to go with her. There evil will be able to touch you.”
were rubies and diamonds and sapphires; necklaces
The princess took the cloth and hid it inside the front of
of river pearls and goblets of golden filigree; rolls of
her dress. Then she put on a rich travelling cloak and
Chinese silk and carpets from the desert.
covered her face with a silk veil.
But the greatest treasure of all was a horse called
“Put on your cloak too,” the queen said to her maid.
Falada. He was a handsome and noble horse, and when
“You’re going with my daughter, to be her companion
the time was right, he could speak.
and carry her gold cup.”
At last, the princess was old enough to leave and travel
The maid put on her rough woollen cloak and her
to her husband’s country. Before she went, her mother
shabby white veil and followed the princess down to
called her in.
the courtyard. There was a train of packhorses waiting
“I’ve given you many treasures to take with you,” the there, loaded with treasure. And beside them was
old queen said. “But before you leave I’m going to give Falada, saddled up for the princess to ride.
you one more thing, to protect you on your travels.”
“Fetch another horse for my maid,” the queen called to
She called to her maid in waiting. the stable boys. “She’s going to travel with the princess.”
“Bring me a white linen cloth.” The stable boys thought it was a pity to send away another
good horse, so they fetched a bony, broken-winded gelding
from the stables and gave him to the maid.
28/02/19 10:41 AM
Name: Class: Date:
1 What type of story is this? Tick the correct answer.

an adventure story □ science fiction □ a traditional tale □
2 How do you know?
3 Why was the princess going on a journey? Tick the most accurate answer.
She was going away so that she was safe. □

She was going away because her father had died. □
She was going away to get married. □
4 How do you know that the queen is worried about what might happen to the princess on her journey?
5 How do you think the princess felt about setting off on her journey?
6 Read the following statements and tick whether they apply to the princess or the maid.
Princess Maid
She hid the cloth in her dress.
She was dressed in a woollen cloak with a white veil.
She carried the gold cup.
She was going to look after her companion.
She rode a good horse.
7 Why do you think Falada was “the greatest treasure”?
8 Do you think they will have an easy journey? Explain your answer. Yes □ No □

Assessment Task 5
NON-FICTION
All About Owls
Teacher notes: All About Owls

Curriculum references: Years 3–4 l understand what they read, in books they can read
independently, by:
– checking that the text makes sense to them,
Children should be taught to: discussing their understanding and explaining the
of a text
stated and implied
textbooks
– reading books that are structured in different
ways and reading for a range of purposes
l retrieve and record information from non-fiction.
Running the task

l Thistask assesses understanding of the structure l Encourage the children to read the text. Ask them
and navigation of websites and the ability to select to underline any further words they do not know
and retrieve information from text. and explain these after they have read it. Support
children who are working towards the expected
l Check that the children are familiar with the
standard in writing skills or reading, as suggested in
technical vocabulary, e.g. “prey”, “species”,
the introduction to this book.
“rainforest”, “tundra”. Do not discuss the meaning
of the word “nocturnal” since this is the subject of l Ensure before beginning the questions that the
one of the questions. They may have encountered children understand that they should only use one
some of these words before in other areas. This will word to answer question 5.
support all of the children and will enable you to
make links with other curriculum areas.
Assessment guidance

motivations 2b
l make developed predictions that are securely rooted in the text. 2e

Assessment Task 5 • NON-FICTION
What to expect
1 How do you know this is a website? (2b)

Most children will recognise this as a web page from a website. Children working at greater depth
within the expected standard may be able to indicate several features that support this, e.g. site
membership, hyperlinks, navigation bars, etc.
2 How many different sorts of owls are there? (2b)

Most children should be able to select this reliably – about 162 species.
3 What do owls eat? (2b)

Children working towards the expected standard may say “mice and other small animals”, as listed
earlier in the text. Children working at the expected standard may read further down the page and
find other prey such as frogs and insects.
4 Why do owls fly so silently? (2b)

Children working towards the expected standard may identify the “fluffy feathers” that give owls
silent flight. Children working at the expected standard may add that owls need to be silent to hunt
successfully.
5 Find and copy one word that tells the reader that owls hunt at night. (2a)
Children working at the expected standard should be able to select the correct word to answer this
question. Those children working towards the expected standard may be unable to answer this
question or may incorrectly offer more than one word.
6 What link would you click on to find out about how to make an owl? (2a)
Most children should answer that you would click on the “Owl craft” link.
7 What do you think might happen if you clicked on the “Owl cam” link? Tick the best choice. (2e)
Most children should have a reasonable understanding of a webcam to answer this question
correctly.
8 Can you think of any other pages this website might have? (2e)
Most children are likely to say that it might have other pages about owls. Children working at
greater depth within the expected standard might also point out that there is a “BIRDWORLD
HOME” button at the top of the screen, which suggests that this is part of a site on birds in general,
not just owls.

BI R DWO RLD HOM E N E WS CONTAC T S HO P
Owl factsheets
All About Owls
There are about 162 different species of owls alive today. They live in lots Owl craft
of different places from rainforests to the snowy tundra.
Head
Owls have a large head and large eyes that face forwards (unlike most
other birds, whose eyes are on the sides of their head). This gives them very
good eyesight. Owls cannot move their eyes like we can. They have to move
Owls are nocturnal hunters with their entire head to look around.
eyes that face forwards.
Prey and hunting A cute owl made from
Owls sleep during the day and come out at night to hunt mice and other three paper plates.
small animals (their prey).
They use their excellent sense of sight to find prey in the dark. They have
OWL CAM
very good hearing which also helps them to hunt. Owls can easily sneak up
on their prey because their fluffy feathers give them almost silent flight. See Northern Barred
Owls on the web
Some owls have tufts of feathers above their ears. These make it harder for
the animals they hunt to see them.
A white owl that lives in the Owls hunt in two ways: Keep up to date
North American tundra. with the latest
• Perch and pounce – the owl waits on a low tree branch until it sees prey. Birdworld news!
Then the owl swoops down onto it. This is how owls that live in forests
hunt. Name:
• Quartering – the owl flies low over the ground looking for prey. This is
how owls hunt if they live in places without many trees.
Email:
Owls hunt and eat mice and rats, insects, frogs and birds. No other bird or
animal hunts owls. Owls eat smaller prey in one piece and larger prey in
chunks. Their stomachs cannot digest some parts like hair and bone and
they cough these up. S U BS CR I BE
A nocturnal hunter from the

Pacific coast of North America. MEMBERS CLICK H ERE
28/02/19 10:41 AM
Name: Class: Date:
1 How do you know this is a website?
2 How many different sorts of owls are there?
3 What do owls eat?
4 Why do owls fly so silently?
5 Find and copy one word that tells the reader that owls hunt at night.
6 What link would you click on to find out about how to make an owl?
7 What do you think might happen if you clicked on the “Owl cam” link? Tick the best choice.
You would return to the Birdworld home page. □

You would see other facts about owls. □
You would see some Northern Barred Owls live. □
You could find out about the way they hunt. □
8 Can you think of any other pages this website might have?

Assessment Task 6
NON-FICTION
The Skeleton
Teacher notes: The Skeleton

independently, by:
l develop positive attitudes to reading and an
of a text
textbooks
– reading books that are structured in different
– identifying main ideas drawn from more than
one paragraph and summarising these
l retrieve and record information from non-fiction.
Running the task

l Ask the children to look at the text and discuss in l Ask the children to complete the questions.
pairs what they think it is about.
l Circulate and help where necessary.
l Ask them to say what type of text this is, and how
l As a plenary, ask the class to try to read the
they know.
scientific names. Once they have done this, they
l Look at the information and the pictures. Explain could play a short quiz with a partner, with one
that each bone has a common name and a child saying the scientific name and the other child
scientific name, and both are shown. Read the finding the common name.
section of text with the children following it
themselves.
l Point out to the children how “the skeletal system”
is another way of saying “the skeleton”. Discuss any
other unfamiliar words, such as “rigid”.
Assessment guidance
l accurately and selectively summarise main ideas, events, characters and information in fiction and
non-fiction texts 2c

What to expect
1 What are all the bones inside a body called? (2b)

All children should be able to answer this question easily using the first few lines of text.
2 Match the bones with what they guard. (2b)

Children working at the expected standard should find this question straightforward to answer.
Those working at greater depth within the expected standard may use their own general
knowledge to answer this question. Those working towards the expected standard should be able
to answer this question correctly using the text as support.
3 Why do you think it is important to have bones protecting our organs? (2d)
Children working at the expected standard should answer this question correctly, understanding
from the text that the bones are there to protect important organs. Those working towards the
expected standard may simply restate the question – that they guard our organs – without
demonstrating an understanding of the bones’ function.
4 How does the text say bones are different in children? (2d)
Children working towards the expected standard may not be able to answer this question clearly
and may state that “bones are not completely stiff” without showing an understanding that in
children bones are less stiff or more flexible. Children working at the expected standard may also
struggle to answer this question clearly without simply rewriting words from the text. They may
need to be reminded to answer in their own words. Children working at greater depth within the
expected standard should be able to answer this question correctly.
5 Name two ways that bones are different to metals and plastics. (2h)
This question requires the children to understand the comparison of bones and metals/plastics
from the text. Most children should be able to attempt this question but those working towards the
expected standard may select the incorrect part of the text to answer this question.
6 Find and copy one word that tells us that bones are strong. (2a)
Most children should be able to answer this question. Some children working towards the expected
standard may choose the word “rigid” demonstrating a lack of understanding of this word.
7 Draw lines to match the following new information to the section in which you would expect it (2c)
to be found.
Most children working at the expected standard should be able to answer this question. They may
need to use a process of elimination to match the answers. Those working towards the expected
standard may find this question too challenging to answer correctly.

The Skeleton
Upper skull Lower jaw
All the bones together are called the (cranium) (mandible)
skeletal system, or skeleton. Each
bone is a certain size and shape,
depending on its job. The arm Neck bones
and leg bones are long and (cervical
tube shaped. The shoulder Collarbone
vertebrae)
(clavicle)
and hip bones are wide
and flat to hold and Shoulder blade
anchor muscles. (scapula)
Guarding the body Ribs
Some bones are protective. Breastbone
The dome of the skull bone (sternum)
at the top of the head protects
the brain. The ribs in the chest
Upper arm bone
are like the bars of a cage, (humerus)
guarding the soft lungs
and pumping heart. The
Hip bone
bowl-like shape of the Forearm
(pelvis)
hip bone protects the bones
soft organs of the lower (ulna,
body. radius)
Not too stiff Lower back

Bones are hard, but they bones
(lumbar
are not completely rigid,
vertebrae)
or stiff, especially in
children and young Thigh
Finger bones
people. This means (phalanges) bone
they can bend slightly (femur)
to take great strain Kneecap
rather than cracking or (patella)
snapping. Bones are light Top facts
yet tough – weight for • The human
weight they are stronger Foot skeleton has a total
than most metals and bones of 206 bones.
hightech plastics. (tarsals) • There are 29 bones
And bones can do Lower leg bones in the head and
what metals and (fibula, tibia) face, 26 in the back
plastics cannot – if and 25 in the chest.
they are damaged they • There are 63 bones
can repair themselves. in the shoulders,
Toe bones arms, hands and
(phalanges) fingers and 62
bones in the hips,
The main bones of the human skeleton with their scientific names legs, feet and toes.

Name: Class: Date:
1 What are all the bones together called?
These questions are about the section “Guarding the body”.
2 Draw lines to match the bones with what they guard.
ribs lower body organs
skull bone lungs and heart
hip bone brain
3 Why do you think it is important to have bones guarding our organs?
These questions are about the section “Not too stiff”.
4 How does the text say bones are different in children?
5 Name two ways that bones are different to metals and plastics.
6 Find and copy one word that tells us that bones are strong.
This question is about the whole text.
7 Draw lines to match the following new information to the section in which you would expect it
to be found.
Bones are less dense than most metals. Top Facts
There are three tiny bones in each human ear. Not too stiff
Bones in the spine protect the spinal cord. The Skeleton
Our teeth form part of our skeleton system Guarding the body
but are not actually bones.

Assessment Task 7
NON-FICTION
Vikings in Britain
Teacher notes: Vikings in Britain

independently, by:
Children should be taught to: one paragraph and summarising these
– reading books that are structured in different l retrieve and record information from non-fiction.
Running the task

l The children do not need to know anything about discussed before the task begins, e.g. “wattle”,
the Vikings in order to complete this task. Explain “daub” and “freeman”.
that they are going to read about the Vikings and
that they should only use the information in the
standard in writing skills or reading, as suggested in
text to answer the questions.
the introduction to this book.
l There is some vocabulary in the text that the
children may not be familiar with and should be
Assessment guidance

motivations 2b
l identify/explain how information in non-fiction is related and contributes to meaning as a whole 2f

What to expect
1 Answer True, False or Don’t know. Use information from this text only. (2b)
Some children may make some assumptions, particularly ticking False instead of Don’t know. Most
children should be accurate with all these answers.
2 When did people have feasts? (2b)

Most children should be able to answer this question.
3 What two things does the text say that Vikings did when they came to Britain? Tick two. (2b)
Most children working at the expected standard should be able to answer this question correctly.
Those children working towards the expected standard may tick other options; however, with
guidance to use the first paragraph, they should then answer this question correctly.
4 What were children’s lives like in Viking times? (2b)

Most children should recognise that children had to help their parents and that there were no
schools. Children working at greater depth within the expected standard should also recognise that
helping their parents meant real work, e.g. on the farm, or that any learning they did was from the
people they worked with.
5 Draw lines to match the person to their role in a Viking community. (2b)
Most children should be able to select the correct parts of the text to answer this correctly.
6 What heading would you give to the first paragraph? (2c)

Most children are likely to reflect the content of the paragraph, e.g. “Where the Vikings came from”.
Children working at greater depth within the expected standard may also recognise that the first
paragraph is an introduction giving background about the Vikings and head it, e.g. “Who were the
Vikings?” or even just “Introduction”.
7 How does the picture help you understand life in Viking times? (2f)
Most children may say that it is easier to understand what a house was like from the picture than
the text. Children working at the expected standard and those working at greater depth within the
expected standard should recognise that it works with the text, e.g. “it helps you understand some
of the words” or “it’s easier to follow the description of life in Viking times with the picture as well”.
8 How were the homes on farms different to those in Viking towns? (2h)
All children should see in the text that houses in towns were made only of wood whereas on farms
they were made of wood, stone and turf. Children working at greater depth within the expected
standard may infer from the text that the houses in town were closer together, whereas on farms
they had room for animals. They may also suggest that the houses were smaller in towns.

Vikings in Britain
Vikings came to Britain from northern Europe over a thousand years
ago. Some came to fight and take things home. Some stayed and
made their homes in Britain. They mostly settled in the north of
Scotland and the east of England.
Viking homes
Most people lived on farms. Their homes were built from wood,
stone and turf. The roofs were made of thatch or turf. The houses
were rectangular and had just one room where people ate, cooked,
worked, told stories and slept. They kept animals in different
buildings.
Some people lived in towns. One
important town was Jorvik, which straw or reed thatch
is now known as York. Houses

in Jorvik were built close together wattle and daub infill
in narrow streets. The houses
were made from wood. They
were smaller than the houses
on farms.
Men, women and children oak planks
Men worked on farms, or as open hearth
craftsmen or traders. They used
boats for fishing or travelling. sleeping platforms
Sometimes men had to fight to
protect their family or village.
Women looked after the children, cooked and cleaned. They also
helped on the farm, milked the cows and made cheese. They made
cloth and used it to make clothes for their family.
Children had to help their parents. There were no schools. Children
learnt from the people they worked with.
Community
The local freemen met together regularly to talk about laws and to
decide punishments for criminals.
People had feasts to celebrate events like weddings, funerals and
religious festivals. They invited lots of people, and the feast could
last for days!

Name: Class: Date:
1 Answer True, False or Don’t know. Use information from this text only.
True False Don’t know

The Vikings called York ‘Jorvik’.
Children learnt to read and write.
All the Vikings settled in east England or the north of Scotland.
Viking houses were square in shape.
2 When did people have feasts?
3 What two things does the text say that Vikings did when they came to Britain? Tick two.
They made homes and stayed in Britain. □ They helped teach the children. □
Men cooked and cleaned. □ They fought and took things home. □
4 What were children’s lives like in Viking times?
5 Draw lines to match the person to their role in a Viking community.
men made cloth
women helped their parents
children fished
local freemen decided punishments
6 What heading would you give to the first paragraph?
7 How does the picture help you understand life in Viking times?
8 How were the homes on farms different to those in Viking towns?

Assessment Task 8
POETRY
Greedy Dog
James Hurley
Teacher notes: Greedy Dog

independently, by:
l develop positive attitudes to reading and an
textbooks
– identifying themes and conventions in a wide
range of books
– preparing poems and playscripts to read aloud
and to perform, showing understanding through l participate in discussion about both books that are
intonation, tone, volume and action read to them and those they can read for themselves,
taking turns and listening to what others say.
Running the task

l Display the poem on the whiteboard and ask the to the class. Ask several pairs to perform their lines,
children to follow the words as you read it. Ask the encouraging expression and clear intonation.
children to reread the poem in pairs.
l Directthe children to questions 4 and 6 and remind
l Ask the children to discuss what type of poem this is them to answer each of these with a single word.
(rhyming) and take feedback. Discuss which words
l Ask the children to complete the questions and
rhyme (the last word of each line) and why (to add
circulate while they complete the task.
interest). Discuss how the final lines are different
(they don’t rhyme) and why this might be (to l As a plenary, ask the children to devise their own
demonstrate how strange these foods are to dislike). ending to the poem instead of the final three lines.
Discuss their ideas and how they might change the
l Give pairs of children two rhyming lines. Ask them
effect of the poem.
to learn the lines and decide how to perform these
Assessment guidance

l provide developed explanations for key information and events and for characters’ actions and motivations 2b
l explain and justify inferences, providing evidence from the text to support reasoning. 2d

Assessment Task 8 • POETRY
What to expect
1 Tick all the things from the list below that are named in the poem as something Greedy Dog (2b)
likes to eat.
Most children should be able to answer this question correctly. Some children working at the
expected standard may point out that Greedy Dog eats anything and, therefore, may tick
‘newspapers’ as an acceptable answer. However, those working at greater depth within the
expected standard should be able to explain that “newspapers” should not be ticked because the
question clearly states that the things Greedy Dog likes to eat should be named in the poem.
2 “And relishes hot buttered toast” (2a)

What word could the author have used instead of “relishes”?
This is a challenging question for children to answer clearly. Many children will be able to suggest
that the dog ‘likes’ toast, using their understanding of the poem, without demonstrating a clear
understanding of the word ‘relishes’ itself. Children working at greater depth within the expected
standard should be able to provide a suitable synonym.
3 Why does the poem say that you should hide your chocolates? (2b)
Children working at the expected standard will demonstrate an understanding of the text by clearly
stating that Greedy Dog will steal the chocolates. Children working towards the expected standard
may simply state that Greedy Dog will ‘eat them’. This demonstrates an understanding of the
poem but does not demonstrate an explanation of the specific line.
4 Find and copy one word that tells the reader they should hide their socks. (2a)
Most children working at the expected standard and those working at greater depth within the
expected standard should be able to select the correct word from the poem, using the rest of the
question to find the correct word within the line. Those children working towards the expected
standard may offer more than a single word or may offer the word ‘carefully’.
5 “Leave some soup without a lid (2d)

And you’ll wish you never did.”
Explain why you think you might wish this.
Most children should be able to use their understanding of the poem to explain that, without a lid,
Greedy Dog may eat the soup.
6 Find and copy one word that tells us Greedy Dog is eating noisily and quickly. (2a)
Children working at greater depth within the expected standard will be easily able to answer this
question. Those working at the expected standard should be able to find the word within the poem
to answer correctly. Those working towards the expected standard may struggle to select the
correct word.
7 Suggest a different title that the author could have used for the poem. (2c)
Most children should be able to suggest a suitable alternative title that encompasses the theme of
the poem.

Greedy Dog by James Hurley

This dog will eat anything
Apple cores and bacon fat,
Milk you poured out for the cat,
He likes the string that ties the roast
And relishes hot buttered toast.
Hide your chocolates! He’s a thief,
He’ll even eat your handkerchief.
And if you don’t like sudden shocks,
Carefully conceal your socks.
Leave some soup without a lid
And you’ll wish you never did.
When you think he must be full,
You’ll find him gobbling bits of wool,
Orange peel or paper bags,
Dusters and old cleaning rags.
This dog will eat anything,
Except for mushrooms and
cucumber.
Now what is wrong with
those, I wonder.

Name: Class: Date:
1 Tick all the things from the list below that are named in the poem as something Greedy Dog
likes to eat.
orange peel □ cleaning rags □

cucumber □ toast □
cat milk □ newspapers □
2 “And relishes hot buttered toast”
What word could the author have used instead of “relishes”?
3 Why does the poem say that you should hide your chocolates?
4 Find and copy one word that tells the reader they should hide their socks.
5 “Leave some soup without a lid

And you’ll wish you never did.”
Explain why you think you might wish this.
6 Find and copy one word that tells us Greedy Dog is eating noisily and quickly.
7 Suggest a different title that the author could have used for the poem.

Assessment Task 9
POETRY
A Visit to Yalding
John Coldwell
Teacher notes: A Visit to Yalding

independently, by:
of a text
textbooks
– preparing poems and playscripts to read aloud
and to perform, showing understanding through
stated and implied
intonation, tone, volume and action
reader’s interest and imagination
– recognising some different forms of poetry [for l participate in discussion about both books that are
example, free verse, narrative poetry] read to them and those they can read for themselves,
taking turns and listening to what others say.
Running the task

l Explain that this is the first part of a longer poem. l Read out the poem first, and then give the children
The poem has six verses, but this extract only uses the opportunity to read it to themselves before
four. Explain that it is a poem by John Coldwell embarking on the task.
about a family outing. You may want to check the
l Circulatewhile the children complete the task,
children’s understanding of some of the vocabulary,
deploying any additional adults to support those
e.g. “locks”, “upholstery”, “saturated” and “ebb”.
who need it or offer additional challenge to those
Spend some time talking about these words, e.g.
capable of moving beyond the levels described.
asking the children to compose sentences verbally
that contain these words. l As a plenary, you may wish to encourage the
children to speculate what could have happened
next to make things worse for the boy.
Assessment guidance

l retrievekey details and quotations from fiction and non-fiction to demonstrate understanding of
character, events and information 2b
motivations 2b

What to expect
1 Draw lines to match the character with their actions from the poem. (2b)
Children working at all levels should be able to correctly match the characters with their actions.
2 At the end of the second verse, was the brother really being helpful? What was he doing? (2b)
Most children should understand that the brother is teasing the boy, and not trying to help.
Children working at greater depth within the expected standard are more likely to express the
impact of his actions on the boy.
3 In verse 3, why is the phrase “What’s it like to” repeated three times? (2g)
Most children should understand this is because the brother is laughing at the boy so hard he can’t
finish the sentence. Children working towards the expected standard might not understand this,
even after the poem has been read to them, and so may give less sophisticated answers.
4 “Could my life ever reach a lower ebb?” What is another way of saying the underlined phrase? (2a)
Most children should be able to select an appropriate phrase such as “get worse”, while children
working at greater depth within the expected standard may attempt a more literary phrase, e.g.
“sink lower”.
5 In verse 4, how does the poet make you feel sorry for the boy? (2f)
Children working towards the expected standard may choose one simple explanation, e.g. “the boy
is wet” or “they are all laughing at him”. Children working at greater depth within the expected
standard should be able to explain that the sequence of events builds up – also that something
worse is about to happen!
6 The poet uses many words to remind the reader of water. Write the words that remind you of (2a)
water, and explain why the writer has used them.
Most children should be able to identify most of the words, including “ebb” and the reference to
the brother almost “wetting himself” and the boy being a “drip”. These children may also explain
that the boy is wet so there is a lot of water, and that it is all the boy is thinking about. Children
working towards the expected standard may have difficulty explaining the imagery, other than to
explain that the family has been to the river.
7 Embarrassing, funny, sad: which of these words do you think describes the overall effect of the (2f)
poem? Explain your choice.
Most children will find the poem embarrassing or funny, depending on whether they sympathise
with the boy or his family. Children working towards the expected standard will give more general
reasons for their answer, while those working at greater depth within the expected standard may
pick specific explanations, e.g. “He must have felt everyone was against him and that would make
the situation worse.”

From A Visit to Yalding by John Coldwell

1. We went to Yalding to look at the 3. “They’re not.”
locks “Get them off”, said Mum.
To watch the water go up and “No, Mum, please.”
down. “Don’t be such a big drip.
My brother found a dead sparrow Are you going to take them off
to take home, Or shall I?”
My mum found a ten pence piece, Down came the pants.
My dad picked up a tin can that I sat on a towel in the car next to
an animal might hurt itself on my brother who was near wetting
And I – himself with laughter.
I fell in the river. “What’s it like to
“What’s it like to
2. I dripped back to the car. “What’s it like to
“You’re not getting into the car have no pants?”
like that,”
said Dad. “You’ll ruin the 4. “Mum. Tell him.
upholstery.” Mum?
“You’re not getting into the car Dad?
like that,” Stop laughing.
said Mum. “You’ll catch your It’s not funny.”
death of cold. “You’re right,” said Dad.
Get those wet things off.” There was a moment’s silence
I took off my squelchy shoes. Then they all started laughing
I took off my soggy socks. again.
And stopped. Could my life ever reach a lower
“And the rest”, said Mum. ebb?
“No, Mum, please.” It did at the end of our road.
“No one will see.”
“I can see,” said my brother.
“No looking,”
Off came the saturated shorts.
“I can see his pants.
I can see his pants.
And they’re wet,” said my brother
helpfully.

Name: Class: Date:
1 Draw lines to match the character with their action from the poem.
the boy picked up a tin can
Mum found some money
Dad fell in the river
brother found a dead bird
2 At the end of the second verse, was the brother really being helpful? What was he doing?
3 In verse 3, why is the phrase “What’s it like to” repeated three times?
4 “Could my life ever reach a lower ebb?” What is another way of saying the underlined phrase?
5 In verse 4, how does the poet make you feel sorry for the boy?
6 The poet uses many words to remind the reader of water. Write the words that remind you of
water, and explain why the writer has used them.
7 Embarrassing, funny, sad. Which of these words do you think describes the overall effect of the
poem? Explain your choice.

Answers
Fiction 3 George pretended that the man was a jewel thief. It

made it more exciting/scary.
Assessment Task 1
4 To protect himself, and to help him pretend.
1 Because she wanted to ask for her neighbour’s help.
5 The man was wearing a hat: T.
2 Dad is in bed with a cold and noise will disturb him. George was carrying a bag: F
He will not recover as quickly if he is woken. George looked behind him: F
The man stopped to tie his shoelace: T.
3 He is always smiling and never seems to be in a bad
George wanted to know where the man lived: T
mood.
6 The word “creep” tells us he is moving very quietly. It
4 Daniel is older than Kitty.
adds to the suspense.
5 Either Daniel or Kitty.
7 Examples: “stooping” (used as an adjective);
6 Mum went out: 2 “pressing”; “thump”.
The children started to make a den: 3
8 There is someone following George himself.
Baby Tom became hot and started to whimper: 4
William came to play: 1 Assessment Task 4
Baby Tom cried: 5
1 a traditional tale
7 Crying would wake Dad, and they might get into
trouble with Mum. 2 A magical creature (the talking horse); the setting
long ago and far away; royalty as the main characters;
8 Mum would be cross and ask what happened. She a dangerous journey.
would be worried for the baby and comfort him.
3 She was going away to get married.
Assessment Task 2
4 She gives her something to protect her from evil.
1 relaxed; sleepy
5 She may be sad to leave her mother; excited or
2 In an apple tree/on a branch. Evidence: “against the worried about her new life; frightened of the journey;
trunk of the apple tree”; “leaned his arm against the proud of all her treasure.
thick branch”; “Penguin, who was draped across the
6 She hid the cloth in her dress: Princess
same branch”.
She was dressed in a woollen cloak with a white veil:
3 Penguin is purring as he sleeps: T Maid
The story is set on a Sunday in August: F She carried the gold cup: Maid
Alfie had just eaten his lunch: T She was going to look after her companion: Maid
Penguin was overweight: T She rode a good horse: Princess
Alfie used the branch as a swing: F
7 He could talk and keep her company. He was very
4 (He) licked Alfie’s elbow (lovingly). rare.
5 “Penguin never fell.”/He had never fallen./He had 8 They will have a difficult journey. It’s the start of the
perfect balance. story and therefore things will happen.
6 persuade
Non-fiction
7 He thought it might help Penguin act like a circus
performer. Assessment Task 5
8 No, he is not pleased. Evidence: “stared sternly”; 1 This is a web page from a website. Features include
“would result in severe scratches”. site membership; hyperlinks; navigation bars, etc.
Assessment Task 3 2 About 162 species.
1 Scared/afraid/frightened/excited. “George suddenly 3 Mice/rats/insects/frogs/birds.

found his heart beginning to thump.”
4 They have fluffy feathers. They need to fly silently
2 It makes it more scary. to hunt.
452596_Ans_Crack_Comp_2e_Y3.indd 166 28/02/19 2:13 PM

ANSWERS
5 Nocturnal. 5 men made cloth
6 Owl craft. women helped their parents
7 You would see Northern Barred Owls live. children fished
8 Accept reasonable answers, e.g. Pages on other birds, local freemen decided punishments
etc.
6 “Introduction” or other appropriate answer.
Assessment Task 6 7 It helps you imagine; it gives more detail.
1 The skeleton or the skeletal system. 8 Answers may include the following: the houses in
2 ribs lower body organs Viking towns were made of wood, stone and turf;
the houses in towns were closer together and smaller
skull bone lungs and heart compared to those on farms. The houses on farms
hip bone brain had animals.
3 They protect our soft organs, e.g. heart, from harm. Poetry
4 Children’s bones are less stiff. Assessment Task 8
5 Bones are stronger; they can mend themselves. 1 orange peel; cat milk; cleaning rags; toast
6 tough 2 “enjoys greatly”/“loves”/“really likes”/“adores” or an
appropriate alternative synonym.
7 Bones are less dense than Top facts
most metals 3 Otherwise Greedy Dog will steal them.
There are three tiny bones Not too stiff 4 conceal
in each human ear
5 Greedy Dog may eat the soup if there is no lid on it.
Bones in the spine protect The skeleton
the spinal cord. 6 gobbling
Our teeth form part of our Guarding the body 7 Accept suitable suggestions, e.g. “Hungry Dog”, “The
skeleton system but are Thief”, “Don’t leave anything about!”.
not actually bones.
Assessment Task 9
Assessment Task 7 1 the boy picked up a tin can

1 Mum found some money
True False Don’t know
Dad fell in the river
The Vikings called
✓
York “Jorvik”. brother found a dead bird
Children learnt to 2 He wasn’t being helpful; he was making the situation
✓
read and write. worse.
All the Vikings 3 To show he couldn’t finish the sentence because he
settled in east was laughing so much.
✓
England or the
north of Scotland. 4 Could my life ever get worse.
Viking houses were 5 The poet shows that all of the boy’s family are
✓
square in shape. laughing at him. Even his parents can’t stop, although
they are trying to be sympathetic.
2 To celebrate weddings, funerals and religious festivals.
6 Answers may include “wet”, “squelchy”, “soggy”,
3 They made homes and stayed in Britain.
“saturated”, “drip”, “wetting himself”. The word “ebb”
They fought and took things home.
also refers to water but children are unlikely to recognise
4 Children had to work as soon as they could, and they this. It helps the reader feel how damp the writer feels.
didn’t go to school.
7 Children may say “embarrassing” or “funny”. They might
empathise with the child and find the teasing a bit sad.

CONTENT DOMAIN COVERAGE
Teach and Practice

Fiction
Content domain Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
The Man Whose Mother Was a Pirate (Practice text)
Odysseus and the Trojan Horse (Practice text)

Grandpa’s Indian Summer (Teaching text)
Theseus and the Minotaur (Teaching text)

Who’s a Clever Girl, Then? (Practice text)
Clarice Bean – Utterly Me (Practice text)

The Lost Happy Endings (Teaching text)
The Enchanted Wood (Teaching text)
From Spawn to Frog (Teaching text)

From Spawn to Frog (Practice text)
Fantastic Mr Fox (Teaching text)
The Worst Witch (Practice text)
Fox Cub Danger (Practice text)

Kitten Rescue (Teaching text)
Mr Majeika (Teaching text)
The Minpins (Practice text)

Mountains (Teaching text)
Coasts (Practice text)
2a give/explain the meaning ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
of words in context
2b retrieve and record ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

information/identify key
details from fiction and
non-fiction
2c summarise main ideas from ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

more than one paragraph
2d make inferences from ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

the text/explain and justify
inferences with evidence from
the tex
2e predict what might happen ✓ ✓ ✓ ✓ ✓ ✓

from details stated and implied
2f identify/explain how ✓ ✓ ✓ ✓ ✓ ✓ ✓
information/narrative content
is related and contributes to
meaning as a whole
2g identify/explain how ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
meaning is enhanced through
choice of words and phrases
2h make comparisons within ✓ ✓ ✓

the text

✓
✓
The World (Teaching text)
✓
The United Kingdom (Practice text)
Unit 10
✓
Emergency Vehicles – Firefighters (Teaching text)
452596_Ans_Crack_Comp_2e_Y3.indd 169
✓
✓
✓
✓
Emergency Vehicles – Police (Practice text)
Unit 11
✓
✓
✓
Cornish Holiday Blog (Teaching text)
Non-fiction
Ken’s Summer Holidays on the Isle of Mull – Day 3
✓
✓
✓
✓
✓
Unit 12
(Practice text)
✓
✓
✓
Rosa Parks (Teaching text)
✓
✓
✓
Mary Seacole (Practice text)
✓
✓
Walking with My Iguana (Teaching text)
✓
✓
✓
✓
✓
✓
A Big Surprise (Practice text)
✓
✓
Poetry
Scissors (Teaching text)
✓
✓
New School (Practice text)
Unit 13 Unit 14 Unit 15
1
✓
✓
✓
✓
It’s Not my Fault
2
✓
✓
A Cat Called Penguin
3
✓
✓
✓
✓
Fiction
Go Ahead, Secret Seven
4
✓
✓
✓
✓
The Goose Girl
5
✓
All About Owls
6
✓
✓
✓
The Skeleton
7
✓
✓
✓
Non-fiction
Vikings in Britain
Assessment Tasks
✓
✓
✓
Greedy Dog
9
Poetry
✓
✓
A Visit to Yalding
2f
2c
2e
2a
2b
2d
2h
2g
169
CONTENT DOMAIN COVERAGE
3/5/19 6:43 PM
CONTENT DOMAINS
Key Stage 1 content domains

1a draw on knowledge of vocabulary to understand texts
1b identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and
information
1c identify and explain the sequence of events in texts
1d make inferences from the text
1e predict what might happen on the basis of what has been read so far
Key Stage 2 content domains

2a give/explain the meaning of words in context
2b retrieve and record information/identify key details from fiction and non-fiction
2c summarise main ideas from more than one paragraph
2d make inferences from the text/explain and justify inferences with evidence from the text
2e predict what might happen from details stated and implied
2f identify/explain how information/narrative content is related and contributes to meaning as a whole
2g identify/explain how meaning is enhanced through choice of words and phrases
2h make comparisons within the text

Notes

Notes

Notes

Notes

Notes

Acknowledgements
The Publishers would like to thank the following for permission to reproduce copyright material.
Text acknowledgements
p8 Fantastic Mr Fox by Roald Dahl © The Roald Dahl Story Company Limited. Reproduced by permission of David Higham Associates; p12 Who’s a
Clever Girl, Then? by Rose Impey copyright © Rose Impey 1993 reproduced by kind permission of Rose Impey c/o Caroline Sheldon Literary Agency
Ltd.; p16 Mr Majeika by Humphrey Carpenter, (Puffin Books, 2015) Copyright © Humphrey Carpenter, 1985. Audio used by permission of Cecily Ware
Literary Agents; p20 The Worst Witch by Jill Murphy; p24 The Lost Happy Endings by Carol Ann Duffy. Published by Bloomsbury, 2008. Copyright © Carol
Ann Duffy. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd., 20 Powis Mews, London W11 1JN; p28 Clarice Bean – Utterly
Me by Lauren Child reproduced by permission of David Higham Associates; p32 Grandpa’s Indian Summer reproduced by permission of David Higham
Associates; p60 The Minpins by Roald Dahl © The Roald Dahl Story Company Limited. Reproduced by permission of David Higham Associates;
p36 The Man Whose Mother Was a Pirate by Margaret Mahy, Orion Children’s Book, an imprint of Hachette; p40 Animal Ark: Kitten Rescue by
Lucy Daniels, Orchard Books, an imprint of Hachette; p44 Animal Art: Fox Club Danger by Lucy Daniels, Orchard Books, an imprint of Hachette;
p52 Odysseus and the Trojan Horse by Damian Harvey, Franklin Watts, an imprint of Hachette; p56 The Enchanted Wood by Enid Blyton, Hachette
Children’s Group; p60 The Minpins by Roald Dahl, text copyright © 1991 by Felicity Dhal and the other Executors of the Estate of Roald Dahl. Used
by permission of Viking Children’s Books, an imprint of Penguin Young Readers Group, a division of Penguin Random House LLC. All rights reserved./
Penguin Books Ltd © The Roald Dahl Story Company Limited; p66 Mountains by Ruth Thomson, Wayland, an imprint of Hachette; p70 Coasts by
Ruth Thomson, Wayland, an imprint of Hachette; p90 and p94 Ten Fire Engines and Emergency Vehicles by Chris Oxlade, Franklin Watts, an imprint
of Hachette; p114 Walking with my Iguana by Brian Moses, Wayland, an imprint of Hachette; p118 A Big Surprise by Michaela Morgan, reproduced
with the permission of the author; p122 ‘Scissors’ from Please Mrs Butler by Allan Ahlberg (Puffin, 2013). Copyright © Allan Ahlberg, 1984.; p126 New
Schoolb y Kevin McCann, reproduced with permission of the author; p130 It’s Not My Fault by Bel Mooney reproduced by permission of David Higham
Associates; p134 A Cat Called Penguin by Holly Webb © Holly Webb, 2011. Reproduced with permission of Scholastic Ltd. All Rights Reserved; p138 Go
Ahead, Secret Seven by Enid Blyton, Hodder Children’s, an imprint of Hachette; p142 The Goose Girl by Gillian Cross Copyright © Gillian Cross 1998.
Reproduced by permission of Lucas Alexander Whitely Ltd.; p158 Greedy Dog by James Hurley; p162 A Visit to Yalding by John Coldwell.
Image acknowledgement
© p132 Oscar Scotellaro/iStockphoto; p148 Eric Isselee/iStockphoto (top), Francis Bosse/iStockphoto (middle), Johan Swanepoel/iStockphoto
(bottom); p164 Neil Fensom/iStockphoto;
Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the
necessary arrangements at the first opportunity.
Although every effort has been made to ensure that website addresses are correct at time of going to press, Rising Stars cannot be held responsible
for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home
page for a website in the URL window of your browser.
Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The
logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin.
Orders: please contact Bookpoint Ltd, 130 Park Drive, Milton Park, Abingdon, Oxon OX14 4SE.
Telephone: (44) 01235 400555. Email primary@bookpoint.co.uk.
Lines are open from 9 a.m. to 5 p.m., Monday to Saturday, with a 24-hour message answering service. Visit our website at www.risingstars-uk.com
for details of the full range of Rising Stars publications.
Online support and queries email: onlinesupport@risingstars-uk.com
ISBN: 978 1 5104 5259 6
Text, design and layout © 2019 Rising Stars UK Ltd
First published in 2019 by Rising Stars UK Ltd
Rising Stars UK Ltd, part of the Hodder Education Group,
An Hachette UK Company
Carmelite House
50 Victoria Embankment
London EC4Y 0DZ
www.risingstars-uk.com
Impression number 10 9 8 7 6 5 4 3 2 1
Year 2022 2021 2020 2019
All rights reserved. Apart from any use permitted under UK copyright law, the material in this publication is copyright and cannot be photocopied
or otherwise produced in its entirety or copied onto acetate without permission. Electronic copying is not permitted. Permission is given to teachers
to make copies of pages marked ‘© Rising Stars UK Ltd 2019. You may photocopy this page’ for classroom distribution only, to pupils within their
own school or educational institution. The material may not be copied in unlimited quantities, kept on behalf of others, distributed outside the
purchasing institution, copied onwards, sold to third parties, or stored for future use in a retrieval system. This permission is subject to the payment
of the purchase price of the book. If you wish to use the material in any way other than as specified you must apply in writing to the Publisher at
the above address.
Authors: Kate Ruttle, Gillian Howell, Rachel Rick, Ione Branton
Publisher: Laura White
Cover and text design: Helen Townson
Illustrations by Emily Skinner, Graham Cameron Illustration
Editorial: Rachel Nickolds, Kirsty Taylor, Becca Law, Jennie Clifford, Estelle Lloyd
Typesetting: Aptara Inc.
Printed in the United Kingdom
A catalogue record for this title is available from the British Library.

Cracking Comprehension Y3 Answers 1587387091

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cracking Comprehension Y3 Answers 1587387091

Uploaded by

Copyright:

Available Formats

CRACKING

452596_FM_Crack_Comp_2e_Y3.indd 1 28/02/19 1:51 PM

Introduction to Cracking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

452596_FM_Crack_Comp_2e_Y3.indd 2 3/5/19 6:54 PM

Answers to Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Content Domain Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Content Domains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

Don’t forget to log on to My Rising Stars to access:

452596_FM_Crack_Comp_2e_Y3.indd 3 3/5/19 6:54 PM

452596_FM_Crack_Comp_2e_Y3.indd 4 06/03/19 8:45 AM

452596_FM_Crack_Comp_2e_Y3.indd 5 06/03/19 8:46 AM

452596_FM_Crack_Comp_2e_Y3.indd 6 06/03/19 11:56 AM

452596_FM_Crack_Comp_2e_Y3.indd 7 06/03/19 11:57 AM

Fantastic Mr Fox/Who’s a Clever Girl, Then?

Key text features

Reading the Teaching text: Fantastic Mr Fox

Reading the Practice text: Who’s a Clever Girl, Then?

Moving into writing

452596_U01_Crack_Comp_2e_Y3.indd 8 28/02/19 2:18 PM

Q1: What do you know about Bean?

452596_U01_Crack_Comp_2e_Y3.indd 9 28/02/19 2:18 PM

□ Bunce kept his ducks and geese

□ Bunce had a bad temper, so he

Who’s a Clever Girl, Then?

452596_U01_Crack_Comp_2e_Y3.indd 12 28/02/19 2:18 PM

Name: Class: Date:

valuable □ not well cooked □ extraordinary □ few □ 1 mark

5 a) Who do you think was the pirate leader?

There are lots of different events. □ There is a lot of dialogue (speaking). □ 2f

452596_U01_Crack_Comp_2e_Y3.indd 13 3/5/19 6:39 PM

Mr Majeika/The Worst Witch

Key text features

Reading the Teaching text: Mr Majeika

Reading the Practice text: The Worst Witch

Moving into writing

452596_U02_Crack_Comp_2e_Y3.indd 16 28/02/19 1:52 PM

Q1: How did Mr Majeika get to the school?

452596_U02_Crack_Comp_2e_Y3.indd 17 28/02/19 1:52 PM

□ His tongue got muddled when

□ Mr Majeika came on a magic

□ Mr Majeika made a mistake when

The Worst Witch

452596_U02_Crack_Comp_2e_Y3.indd 20 28/02/19 1:52 PM

Name: Class: Date:

1 Who is Miss Cackle? 2d

5 Miss Cackle is tired of Mildred always getting into trouble.

not listening □ being an inch high □ very bad behaviour □ 1 mark

b) Explain why you think the author chose that word.

452596_U02_Crack_Comp_2e_Y3.indd 21 28/02/19 1:52 PM

□ She is upset that she is in trouble

□ She is worried that she will not get

The Lost Happy Endings/Clarice Bean – Utterly Me

Key text features

Reading the Teaching text: The Lost Happy Endings

Reading the Practice Text: Clarice Bean – Utterly Me

Moving into writing

452596_U03_Crack_Comp_2e_Y3.indd 24 2/28/19 10:06 AM

Q2: Who called Jub a “deario”?

Q3: What do you think will happen next?

452596_U03_Crack_Comp_2e_Y3.indd 25 2/28/19 10:06 AM

□ Jub felt the old woman pinching

□ Jub’s arm stung where the old

Clarice Bean – Utterly Me

5 Miss Cackle is tired of Mildred always getting into trouble.